University teachers' self‐efficacy beliefs

AIM: This study aimed to provide insight into university teachers' self-efficacy beliefs and to deepen our understanding of their relationship with teacher characteristics (e.g. years of experience, discipline and time spent on professional development activities). We investigated self-efficacy beliefs in six teaching domains. METHODS: In a cross-sectional study, 472 university teachers filled in a survey after completing a professional development programme. The UNIversity Teaching Self-Efficacy Scale (UNITSS) instrument was established using exploratory factor analysis, with reliability scores for the different domains ranging between .76 and .83. RESULTS: The six adapted domains included in the instrument were creating a positive learning climate, instruction/design, differentiation, student engagement, assessment and professional development. Results revealed that university teachers felt most efficacious in creating a positive learning climate and in instruction/design. Their scores in the other domains were slightly lower. Years of experience and time investment in informal professional development activities were related to higher self-efficacy beliefs in all domains. CONCLUSION: We recommend that future research investigates the potential to develop university teachers' self-efficacy beliefs and whether this leads to better teaching quality.