The impact of self-efficacy on performance (An empirical study on business faculty members in Jordanian universities)

• Published in: Computers in human behavior 2016-02, Vol.55, p.877-887
• Main Authors: Haddad, Shafig I., Taleb, Rand Abu
• Format: Article
• Language: English
• Subjects: Jordan; Self-efficacy
• ISSN: 0747-5632; 1873-7692
• DOI: 10.1016/j.chb.2015.10.032

The study seeks to identify the impact of self-efficacy on the performance of faculty members, and, if there are any differences in the impact of self-efficacy on the performance of faculty members due to demographic factors (age, income, and academic rank). Self-efficacy has been studied in a unique, different way as it's linked with teaching in business schools using different variables collected from previous studies. The population of the study is considered to be full professors, associate professors, assistant professors, and master's degree holders who teach in business schools in different Jordanian public and private universities in Amman. Likert five point scale was applied in asking the questionnaire questions and measuring the study variables. Simple and Hierarchal Regression were used to find the impact of the independent and moderate variables on the dependent variable and the differences. The findings showed a good impact of self-efficacy on the performance of faculty members. Self-efficacy has proven to have a noticeable impact on how Jordanian academics perform in their teaching process in all the variables except for the emotional cues variable. The recommendation showed that academics have to be more self-efficacious so that they would enhance the interactional educational process, and have to be more organized, better interactions and build good rapport with students to improve the teaching performance, and to practice coping with difficulties such as stress and anxiety and not letting these emotional variables affect their teaching performance. •Encouraging awareness that academics have to be more self-efficacious.•Academics have to be more organized, better interactions.•Emotional variables should not affect the academic performance.