PERCEIVED SELF-EFFICACY, OUTCOME-EFFICACY AND FEEDBACK - THEIR EFFECTS ON PROFESSORS TEACHING DEVELOPMENT MOTIVATION

The primary purpose of this study was to examine the effects of percei ved 1) self-efficacy, 2) outcome-efficacy, and 3) feedback on motivati on to improve university teaching through teaching development worksho ps. A survey was completed by professors at the University of Calgary in the Faculties of Social Sciences (N = 51) and Management (N = 23), to assess their perceptions of self-efficacy, outcome-efficacy and fee dback they received from their three most recent student-based course evaluations. The data were analyzed separately for the two Faculties. It was found that the measures of outcome-efficacy were positively rel ated to motivation for both groups. In addition, for the Social Scienc es, self-efficacy was positively related to motivation. A secondary pu rpose of this study was to examine the relationships between aspects o f feedback (valence with accuracy; accuracy and timeliness with effect iveness). All were found to be positive, as expected. There were also some interesting findings regarding the views of the professors about the teaching enterprise itself. Future directions for research are dis cussed.