A barrier to change? Measuring instructor self-efficacy with active learning
Session Time and Location
Advance HE Pre-function Area
Why do evidence-based pedagogical practices not always transfer to the classroom? As educational developers, we seek to teach and substantiate the value of these practices, yet barriers persist. In this study, we examine one such potential barrier to faculty change: self-efficacy. Focusing on “facilitation of active learning,” we designed a 12-item scale of instructor self-efficacy, distributed to faculty at a US university. The psychometric properties reveal excellent internal reliability and a single factor. This potential quantitative tool examines a psychological barrier to, or catalyst for, faculty change, as well as a means to evaluate the impact of educational development.