Self-efficacy and teaching quality of academic staff in public universities in Uganda

Abstract

This study investigated the association between self-efficacy and teaching quality of academic staff in selected public universities in Uganda. Specifically, the study exam­ined how academic staff's personal sense of efficacy, behav­iour management, instructional strategies, and motivational strategies efficacy influenced teaching quality in public uni­versities. Employing the positivist research philosophy, the study used a quantitative approach through correlational re­search design. Randomly selected academic staff members provided data using a self-administered questionnaire. Par­tial least squares structural equation modelling (PLS-SEM) results indicated that of the four teacher efficacy aspects, only personal sense of efficacy positively and significantly influ­enced teaching quality. However, the efficacy of behaviour management, instructional strategies, and motivational strat­egies had a positive but insignificant influence on teaching quality. It was concluded that the personal sense of efficacy of academic staff is essential in enhancing teaching quality. Nonetheless, the efficacy of behaviour management, instruc­tional strategies, and motivational strategies of academic staff has made minimal contributions to teaching quality in universities. Therefore, university leaders should emphasise promoting the personal sense of efficacy of academic staff to enhance teaching quality more than instructional strategies and motivational strategies efficacy.

Keywords

• behaviour management
• instructional strategies
• motivational strategies
• personal sense
• self-efficacy
• teaching quality