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Teaching and Research Self-Efficacies among Pharmacy Academicians

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Abstract:

Objective: Develop means by which to assess teaching and research self-efficacies among pharmacy academicians and identify factors associated with self-efficacy. Methods: Responses to an electronically delivered survey were acquired from 722 full-time faculty, excluding administrators, listed in AACP’s 2004-2005 Roster of Faculty & Professional Staff. Academicians were asked to rate their confidence to perform certain teaching and research activities on a scale from 0 (no confidence) to 100 (extraordinary confidence). The activities were compiled from a thorough review of pharmacy and non-pharmacy literature. Self-efficacy measures were examined for validity and reliability using accepted statistical techniques. Correlates to both teaching and research self-efficacies were identified through unique stepwise linear regression procedures. Results: The mean teaching self-efficacy response to the 1700-point scale was 1297.35. Respondents reported the highest confidence in providing alternate explanations when students are confused and lowest confidence in motivating students who show low interest in their courses. Variance in teaching self-efficacy was explained by research self-efficacy, stress of accomplishment, institutional support, age, and type of institution. The mean research self-efficacy response to the 2000-point scale was 1492.59. Respondents reported the highest confidence in working with others in a research group and lowest confidence in acquiring extramural funding. Variance in research self-efficacy was explained by 8 variables including academic rank, type of institution, and perceived intradisciplinary consensus on research and graduate programming issues. Implications: The link between intradisclinary consensus and teaching and research self-efficacies infers complimentary roles and warrants investigation. Future research may identify strategies to facilitate pharmacy academician self-efficacies.
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Association:
Name: American Association of Colleges of Pharmacy
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http://www.aacp.org


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URL: http://citation.allacademic.com/meta/p117934_index.html
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MLA Citation:

Conklin, Mark. and Desselle, Shane. "Teaching and Research Self-Efficacies among Pharmacy Academicians" Paper presented at the annual meeting of the American Association of Colleges of Pharmacy, Sheraton San Diego Hotel & Marina, San Diego, California, USA, Jul 05, 2006 <Not Available>. 2013-12-16 <http://citation.allacademic.com/meta/p117934_index.html>

APA Citation:

Conklin, M. H. and Desselle, S. , 2006-07-05 "Teaching and Research Self-Efficacies among Pharmacy Academicians" Paper presented at the annual meeting of the American Association of Colleges of Pharmacy, Sheraton San Diego Hotel & Marina, San Diego, California, USA <Not Available>. 2013-12-16 from http://citation.allacademic.com/meta/p117934_index.html

Publication Type: Abstract
Abstract: Objective: Develop means by which to assess teaching and research self-efficacies among pharmacy academicians and identify factors associated with self-efficacy. Methods: Responses to an electronically delivered survey were acquired from 722 full-time faculty, excluding administrators, listed in AACP’s 2004-2005 Roster of Faculty & Professional Staff. Academicians were asked to rate their confidence to perform certain teaching and research activities on a scale from 0 (no confidence) to 100 (extraordinary confidence). The activities were compiled from a thorough review of pharmacy and non-pharmacy literature. Self-efficacy measures were examined for validity and reliability using accepted statistical techniques. Correlates to both teaching and research self-efficacies were identified through unique stepwise linear regression procedures. Results: The mean teaching self-efficacy response to the 1700-point scale was 1297.35. Respondents reported the highest confidence in providing alternate explanations when students are confused and lowest confidence in motivating students who show low interest in their courses. Variance in teaching self-efficacy was explained by research self-efficacy, stress of accomplishment, institutional support, age, and type of institution. The mean research self-efficacy response to the 2000-point scale was 1492.59. Respondents reported the highest confidence in working with others in a research group and lowest confidence in acquiring extramural funding. Variance in research self-efficacy was explained by 8 variables including academic rank, type of institution, and perceived intradisciplinary consensus on research and graduate programming issues. Implications: The link between intradisclinary consensus and teaching and research self-efficacies infers complimentary roles and warrants investigation. Future research may identify strategies to facilitate pharmacy academician self-efficacies.

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