Research and teaching self-efficacy of university faculty: Relations with job satisfaction

• Published in: International journal of educational research 2019, Vol.98, p.55-66
• Main Authors: Ismayilova, Khayala, Klassen, Robert M.
• Format: Article
• Language: English
• Subjects: Job satisfaction; Mixed methods; Self-efficacy; University faculty
• ISSN: 0883-0355; 1873-538X
• DOI: 10.1016/j.ijer.2019.08.012

•Mean teaching self-efficacy scores were higher than mean research self-efficacy scores.•Research self-efficacy varied according to career stage and qualifications.•Faculty members with a Masters degree had the highest job satisfaction.•There was a positive relationship between self-efficacy and job satisfaction.•Contextual factors affected self-efficacy and job satisfaction. We explored the research and teaching self-efficacy and job satisfaction of 528 university faculty (46% female) from Azerbaijan and Turkey using a mixed methods approach. Results from the quantitative Study 1 showed that teaching self-efficacy was higher than research self-efficacy, and that levels of research self-efficacy varied according to career stage and qualifications, but not gender. Job satisfaction was highest for faculty members with Master’s degrees. Teaching self-efficacy was the strongest predictor of job satisfaction. The results from qualitative Study 2 showed that contextual factors such as university climate and peer collegiality influenced self-efficacy and job satisfaction. Implications of the findings for university administrators and policy-makers in Azerbaijan and Turkey were presented.