The Effects of University Environment Factors on Faculty Members’ Teaching Efficacy in Vietnam

Abstract

Teaching efficacy is a belief that instructors have in their own capacities to influence student engagement and learning. Most of the research conducted on teaching efficacy has focused on the elementary and secondary school teachers, even less is known about university faculty teaching efficacy in the countries like Vietnam. The purpose of this study was to investigate university faculty’s perceptions of teaching efficacy in Vietnam and the relationship of perceived university environment factors to faculty’ teaching efficacy was examined. A questionnaire measuring 27 items of six factors of teaching efficacy was distributed to 124 university faculty members in Vietnam. The results showed that the most faculty members were highly measured with their teaching efficacy and faculty members felt efficacious from the greatest to the least in the following dimensions: course design, class management, learning assessment, instructional strategy, technology usage, and interpersonal relation. In addition, university environment factors such as learning resources and organizational culture had significantly effects on faculty teaching efficacy. The study’s implications for university management were also discussed.