Research self-efficacy and research productivity: evidence from academics in Tanzanian public higher education institutions

Abstract

PurposeThis study aims to examine the influence of research self-efficacy (RSE) on academics' research productivity (RPR) in public higher education institutions in Tanzania.Design/methodology/approachA cross-sectional design was utilized to collect and analyze data from 247 academics in four public higher education institutions in Tanzania.FindingsThe findings show that RSE has a positive and significant influence on academics' RPR in higher education (ß = 0.657 and p < 0.001).Practical implicationsHigher education institutions should focus on creating a favorable work environment that fosters academics' RSE so as to enhance more productivity in terms of research.Originality/valueThe results of this study expand the aspects in which social cognitive theory can be applied in Tanzania's higher education institutions. On the other hand, by conducting empirical-based research on the influence of RSE on RPR in developing nations like Tanzania, the findings contribute to the literature on RSE and RPR.

Do personal values influence research self-efficacy among academics in public universities in Tanzania?

“…In universities, academics engage in teaching, research and service-related activities (Mulugeta, 2020; Ismayilova & Klassen, 2019). However, these activities are distinctive in nature hence academics are required to have distinct abilities and skills to successfully undertake these activities (Ndiango, Kumburu, & Jaffu, 2023). Moreover, since SE is task-specific concept (Koca, Kılıç, & Dadandı, 2023), the confidence of academics in undertaking their key roles (teaching, research and service activities) also varies based on the activity (Ndiango et al.…”

“…, 2023). Unlike teaching and service-related activities, the aspect of research has been identified to be more crucial in universities (Ndiango et al. , 2023).…”