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

Minh-Quang Duong


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.

Full Text:



Allinder, R. M. (1994). The relationship between efficacy and the instructional practices of special education teachers and consultants. Teacher Education and Special Education, 17(2), 86-95.

Ashton, P. T., & Webb, R. B. (1986). Making a difference: Teachers’ sense of efficacy and student achievement. White Plains, NY: Longman.

Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.

Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.

Brouwers, A., & Tomic, W. (2003). A test of the factorial validity of the Teacher Efficacy Scale. Research in Education, 69(1), 67-79.

Brown, G. (1993). Effective teaching. In R. Ellis (Ed.) Quality assurance for university teaching (pp. 211–232). Bristol, PA: Open University Press.

Carara, G., Barbaranelli, C., Steca, P., & Malone, P. (2006). Teachers’ self-efficacy beliefs as determinants of job satisfaction and students’ academic achievement: a study at the school level. Journal of School Psychology, 44(1), 473–90.

Chang, T. S., McKeachie, W., & Lin, Y. G. (2010). Faculty perceptions of teaching support and teaching efficacy in Taiwan. Higher Education, 59, 207–220.

Chang, T. S; Lin, H. H; & Song, M. M. (2011). University faculty members’ perceptions of their teaching efficacy. Innovations in Education and Teaching International, 48(1), 49-60.

Cook, P. (1998). The influence of organizational characteristics of faculty teaching self-efficacy. Unpublished doctoral dissertation. Vanderbilt University, Nashville, Tennessee.

Darling-Hammond, L., Chung, R., & Frelow, F. (2002). Variation in teacher preparation: How well do different pathways prepare teachers to teach? Journal of Teacher Education, 53(4), 286–302.

Dillman, D. A. (2000). Mail and internet surveys: The tailored design method. New York: John Wiley and Son.

Esterly, E. J. (2003). A multi-method exploration of the mathematics teaching efficacy and epistemological beliefs of elementary preservice and novice teachers. Unpublished Ph.D Dissertation, Ohio State University, Ohio.

Giallo, R., & Little, E. (2003). Classroom behavior problems: the relationship between preparedness, classroom experiences, and self-efficacy in graduate and student teachers. Australian Journal of Educational & Developmental Psychology, 3(1), 21–34.

Gibson, S. & Dembo, M., (1984). Teacher efficacy: A construct validation. Journal of Educational Psychology, 76(4), 569-582.

Gkolia, A., Belias, D., & Koustelios, A. (2014). Teacher’s job satisfaction and self-efficacy: A review. European Scientific Journal, 10(22), 321-342.

Goddard, R. D., Hoy, W. K., & Woolfolk Hoy, W. (2000). Collective teacher efficacy: Its meaning measure, and impact on student achievement. American Educational

Research Journal, 37(2), 479–507.

Gonyea, R. M. (2005). Self-reported data in institutional research: Review and recommendations. In P. D. Umbach (Ed.), Servey research: Emerging issues (pp. 73-89). San Francisco, CA: Jossey-Bass.

Gow, L., & Kember, D. (1993). Conceptions of teaching and their relationship to student learning. The British Journal of Educational Psychology, 63, 20-33.

Hair, J. F., Anderson, R. E., Tatham, R. L., & Black, W. C. (2006). Multivariate data analysis. New Jersey: Prentice Hall.

Henson, K. (2001). Relationships between pre-service teachers’ self-efficacy, task analysis, and classroom management beliefs. Paper presented at the Annual Meeting of the Southwest Educational Research Association, New Orleans

Kim, E. (2009). Beyond language barriers: Teaching self-efficacy among East Asian international teaching assistants. International Journal of Teaching and Learning in Higher Education, 21(2), 171-180.

Lin, H. L., & Gorrell, J. (2001). Exploratory analysis of pre-service teacher efficacy in Taiwan. Teaching and Teacher Education, 17(5), 623-635.

Malaney, G. D. (2002). You still need high response rates with web-based surveys. Student Affairs On-Line, 3(1).

McKeachie, W. J., & Svinicki, M. (2006). McKeachie’s teaching tips: Strategies, research, and theory for college and university teachers (12th ed.). Boston: Houghton Mifflin.

Mehdinezhad, V. (2012). Faculty members’ understanding of teaching efficacy criteria. Education Inquiry, 3(1), 49-69.

Norton, L., Richardson, J., Hartley, J., Newstead, S., & Mayes, J. (2005). Teachers’ beliefs and intentions concerning teaching in higher education. Higher Education, 50(4), 537–571.

Nolen, S., Ward, C., Horn, I., Campbel, S., Mahna, K., & Childers, S. (2007). Motivation to learn during student teaching. Paper presented at the annual meeting of the American Educational Research Association, Chicago.

Nunnally, J. C., & Bernstein, I. H. (1994). Psychometric theory (2nd ed.). New York, NY: McGraw-Hill.

Paneque, O. M., & Barbetta, P. M. (2006). A study of teacher efficacy of special education teachers of English language learners with disabilities. Bilingual Research Journal: The Journal of the National Association for Bilingual Education, 30(1), 171-193.

Ross, J. A. (1994). Beliefs that make a difference: The origins and impacts of teacher efficacy. Paper presented at the annual meeting of the Canadian Association for Curriculum Studies.

Ross, J., & Bruce, C. (2007). Professional development effects on teacher efficacy: Results of randomized field trial. The Journal of Educational Research, 101(1), 50-60.

Tschannen-Moran, M., & Woolfolk Hoy, A. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17, 783–805.

Tschannen-Moran, M., & Woolfolk Hoy, A. (2002). The influence of resources and support on teachers’ efficacy beliefs. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA.

Tschannen-Moran, M., Woolfolk Hoy, A., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Education Research, 68(2), 202-248.

Tournaki, N., & Podell, D. M. (2005). The impact of student characteristics and teacher efficacy on teachers’ predictions of student success. Teaching and Teacher Education, 21, 299-314.

Usher, E. & Pajares, F. (2006). Inviting confidence in school: invitations as a critical source of the academic self-efficacy beliefs of entering middle school students. Emory University Journal of Invitational Theory and Practice, 12, 7–16.

Woolfolk Hoy, A. (2004). Self-efficacy in college teaching. Essays on Teaching Excellence: Toward the Best in the Academy, 15(7), 8-11. Fort Collins, CO: The POD Network.

Woolfolk-Hoy, A., & Davis, H. (2006). Teacher self-efficacy and its influence on the achievement of adolescents. In F. Pajares & T. Urdan (ed.), Self-efficacy beliefs of adolescents, (pp. 117-13)8. Charlotte, NC: Information Age.



  • There are currently no refbacks.


To make sure that you can receive messages from us, please add the '' domain to your e-mail 'safe list'. If you do not receive e-mail in your 'inbox', check your 'bulk mail' or 'junk mail' folders.

Copyright © Macrothink Institute   ISSN 2327-5499