Evaluation of the self-efficacy of the university teacher: a systematic literature review

Abstract

Teaching self-efficacy is a construct whose study has increased in recent years. Since the emergence of the category, various instruments have been designed for its evaluation. The objective of the study was aimed at determining the dimensions of the teaching self-efficacy of university professors that have been evaluated in research in the last five years. For this, a systematic literature review was carried out with 6 articles indexed in the Scielo, Redalyc, Dialnet and Redib databases, in the period 2018 to 2022. Analysis questions were raised such as: What scales have been validated for the evaluation of teaching self-efficacy in university teaching staff? What are the dimensions that they evaluate? What criteria support the selection of these dimensions? The predominant use of the 2005 university professor self-efficacy scale and its dimensions for the evaluation of the construct was identified. The findings concluded to determine the presence of 10 dimensions evaluated globally in the teaching self-efficacy of the university professor. In addition, the need to propose dimensions of self-efficacy of the university teacher consistent with the dynamics of Higher Education according to the changes in education in the 21st century was identified.

Keywords

• autoeficacia docente
• dimensiones de autoeficacia docente
• docente universitario
• escala de autoeficacia docente.