An application of the revised ‘Lecturer Self-Efficacy Questionnaire’: an evidence-based route for transformational change

Sharp, John G. and Hemmings, Brian and Kay, Russell and Callinan, Carol (2013) An application of the revised ‘Lecturer Self-Efficacy Questionnaire’: an evidence-based route for transformational change. Journal of Further and Higher Education, 37 (5). pp. 643-674. ISSN 0309-877X

__network.uni_staff_S1_ccallinan_Publications_Application of the revised lecturer self-efficacy questionnaire.pdf
__network.uni_staff_S1_ccallinan_Publications_Application of the revised lecturer self-efficacy questionnaire.pdf

Item Type:Article
Item Status:Live Archive


This article presents findings arising from the first UK application of a revised 70-item lecturer self-efficacy questionnaire recently developed for use in the Australian higher education context. Intended to probe and systematically measure confidence in the core functions of research, teaching and other academic or service-related activities among lecturers, the institutional case-study presented here suggests that this instrument has considerable diagnostic potential for leaders, managers and administrators wishing to explore operational aspects of policy, evaluate strategy and initiate professional dialogue at a variety of levels. Its indicated value as a diagnostic tool suggests a relevance not only to higher but also to further education, where degree-level provision is established and likely to increase. Following an earlier rigorous reassessment and re-evaluation of the questionnaire’s validity and reliability, including a robust statistical analysis of its associated scales and subscales, findings indicate that respondents felt most confident across all aspects of teaching – the core function which also occupied most of their time. Perhaps surprisingly for the institution involved in the case study, research – which occupied the least amount of time – generally displayed the most pronounced confidence hierarchy, from activities attached to data collection and analysis to leading funded research projects. Outcomes for other academic or service-related activities were generally mixed, but confidence attached to internal academic events was higher than that linked to external ones. Taken together, the findings, including the effects of career stage, qualifications, gender, research output and workload distribution, were considered sufficient to initiate an appropriate strategic response directed towards transformational change. The limitations of the questionnaire are considered in detail.

Keywords:research, service related activities, lecturer self-efficacy, questionnaire, transformational change
Subjects:X Education > X142 Training Teachers - Higher Education
Divisions:College of Social Science > School of Education
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ID Code:22642
Deposited On:13 Mar 2016 22:14

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