Lecturer self-efficacy beliefs: an integrative review and synthesis of relevant literature

Abstract

This article reviews available research literature in the field of lecturer self-efficacy beliefs produced between 1988 and 2020 Given the growing interest in lecturer self-efficacy beliefs in recent years, and the global challenges the Higher Education sector will face following the current Covid-19 pandemic, the time to conduct such a review seems appropriate Fifty-five empirical papers in English, Spanish and Portuguese were identified and examined Findings show that papers investigated the beliefs of lecturers from 23 countries using mostly quantitative cross-sectional approaches involving questionnaires Among the eight main themes that emerged, ‘teaching self-efficacy’ featured prominently and received most attention, while other aspects of the work of lecturers, including research, service-related and other administrative activities, were also considered Concerning personal variables like gender, there was no consensus over whether different characteristics affected self-efficacy beliefs more than others Conclusions point to the need for additional mixed-methods and qualitative studies with more refined and contextualised methodological approaches to better understand the field, to identify actual sources of self-efficacy themselves and to more fully inform policy, practice, the distribution of resources and building capacity [ABSTRACT FROM AUTHOR] Copyright of Journal of Further & Higher Education is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder s express written permission However, users may print, download, or email articles for individual use This abstract may be abridged No warranty is given about the accuracy of the copy Users should refer to the original published version of the material for the full abstract (Copyright applies to all Abstracts )