Higher Sense Of Self-efficacy Research Articles

Cognitive function and work resilience of healthcare professionals: A comparative cross-sectional study.

Healthcare professionals (HCPs) face a variety of work-related stressors that have impact on their mental health and cognitive performance. Work resilience is a psychological resource that helps workers cope with stress and prevents unfavorable psychological impact. The aim of this study was to assess the associations between working as HCPs and cognitive function as well as work resilience. This was a comparative cross-sectional study conducted among HCPs at Suez Canal University Hospital in Ismailia Governorate, Egypt, during April 2023 to August 2023. Two hundred and thirty-five HCPs and 107 administrative employees (Admins) were invited to participate in this study. A self-administered questionnaire was used to obtain sociodemographic and other relavent data. Cognitive function was assessed with the Mini-Mental State Examination test; work resilience was assessed with the Brief Resilience Scale; and psychological distress was measured with the Depression, Anxiety, and Stress Scale - 21-items (DASS-21) scale. Statistical significance was determined by Mann Whitney U-test for continuous variables, and Chi-square test or Fisher's exact, as appropriate, for categorical variables. Multiple logistic regression models were employed to determine associations between the main outcomes (cognitive impairment and low resilience) and the main covariate (working as HCPs vs. Admins), adjusting for all potential confounders. HCPs showed a significantly greater cognitive impairment, less resilience, and DASS-21 than the Admins. The odds of impaired cognitive function in HCPs were significantly higher than the Admins (odds ratio [OR]: 4.45, 95% confidence interval [CI]: 1.27-15.67, P = 0.020), adjusted for all potential covariates. Similarly, the odds of low resilience in HCPs were significantly higher than Admins (OR: 5.81, 95% CI: 2.72-12.44, P < 0.001), adjusted for all potential covariates. However, the adjusted association between impaired cognitive function and low resilience was not statistically significant (OR: 0.55, 95% CI: 0.23-1.33, P = 0.185). HCPs had significantly impaired cognitive function and low work resilience. Workplace policies and interventions to control depression, stress, and anxiety are required as it is the encouragement of physical activity. Programs that combine positive coping skills training (e.g., relaxation training, positive thinking, and problem solving) with resilience-building interventions (e.g., taking a proactive approach to solving problems, being flexible and adaptive) should be developed, with special attention to HCPs who have a higher sense of self-efficacy.

Inclusion and Social Integration of Students with Educational Challenges: Perspectives of In-Service and Pre-Service Teachers and College Students

The increasing trend to mainstream students with educational challenges (SEC) has obligated mainstream teachers to develop different approaches to deal with heterogeneous classes. Previous research on in-service and pre-service teachers has shown that successful inclusion is correlated with positive attitudes towards inclusion, a high sense of self-efficacy, and minimal stigmatization of SEC. However, it remains unclear whether training programs for in-service and pre-service teachers can impact initial attitudes towards inclusive education. This study examined the different components of attitudes towards inclusion in three groups: in-service teachers, pre-service teachers, and college students enrolled in non-education majors. An online questionnaire was administered by a survey company to 489 participants: in-service teachers who had at least one SEC in their classes (n=196), pre-service teachers (n=143), and college students (n=150). The results showed that pre-service teachers had the most positive attitude towards inclusion of SEC, whereas in-service teachers had the most negative attitude. Attitudes towards inclusion were predicted by stigmatizing attitudes and self-efficacy. Stigmatizing attitudes were predicted by gender, religion, education, and self-efficacy. Thus, the main route to more inclusive and less prejudiced teachers may lie in strengthening teachers' self-efficacy. These results have implications for training programs, which should focus on eliminating myths, strengthening the concept of inclusion throughout the entire program, and enhancing the expertise of in-service teachers.

Medical simulation as a method of practical training in the opinion of nursing students

Abstract Introduction. Covid-19 pandemic has necessitated changes in practical training of nursing students. Classes previously conducted in a hospital environment were moved to a medical simulation center. Aim. The purpose of the study was to discover opinions of undergraduate nursing students on practical training using the medical simulation method. Material and methods. A total of 317 undergraduate nursing students participated in the survey. The research tool was authors’ own diagnostic survey. Participation in the study was anonymous and voluntary. It was conducted between April and May 2022. All correlations were assumed to be statistically significant when p≤0.05. Results. When it comes to 76.7% of respondents, they claimed that medical simulation classes developed their soft skills and 89.3% of respondents believe that participation in medical simulations facilitated their ability to perform patient care tasks during practical classes. Higher sense of self-efficacy is correlated with higher evaluation of the classes. Conclusions. Through the classes at the medical simulation center, a completely new environment was created to support the practical learning of nursing students. Results of the study highlight positive effects of learning that solidify students’ knowledge and improve their skills.

Preservice Teachers’ Reflective Practices, Self- efficacy, and Professional Growth

This qualitative research study looks at how reflective practices support preservice teachers’ professional growth and development and its impacts on their self-efficacy. This study takes place in a regionally recognized south-western Hispanic Serving Institution that serves a high needs school district. Preservice teachers were asked to reflect on their field experiences to integrate theory and practice. The common themes that emerge contend that preservice teachers with a high sense of self efficacy maintain a better understand of classroom management with its connection to building relationships. Another significant finding indicates that preservice teacher’s reflective practices lead to self-efficacy and professional growth. These finding are significant to improving teacher preparation programs.

Patient-physician alliance and patient’s sense of self-efficacy are negatively associated with resistance to treatment among patients with type 2 diabetes

AimsResistance to treatment is prevalent among patients diagnosed with chronic conditions, including type 2 diabetes (T2DM). The current study aimed to examine the relationship between patient characteristics, patient-physician relationship, and resistance to treatment in T2DM. MethodsA sample of 120 T2DM patients were recruited by means of non-randomized sampling and through a public post on Facebook. Participants were asked to fill-in several questionnaires online: Rotter’s Locus of Control questionnaire (short version); the General Self-efficacy (GSE) questionnaire; the Working Alliance Inventory - Short Revised (WAI-SR) - evaluating patient-physician relationship; and, finally, the Resistance to Treatment Questionnaire (RTQ) - which meant to capture the intensity of resistance to treatment and served as the dependent variable in this study. ResultsInterestingly, better patient-physician relationship and higher sense of self-efficacy among patients were found to negatively associate with patient’s resistance to treatment (r = −.53, p < .001, and, r = −.26, p < .01, respectively). Patient-physician relationship explained 22% of the variance of resistance to treatment, and self-efficacy explained 6% of the variance. ConclusionsStronger patient-doctor relationship and higher sense of self-efficacy are shown to robustly associate with lower resistance to treatment among patients with T2DM. Current findings may instructor educate physicians as to the importance of the alliance with these chronic patients.

Are we all doing it? Addressing LGBTQIA+ topics in teacher education

This study investigated the self-efficacy of content area, methods instructors (n = 395) in working with lesbian, gay, bisexual, transgender, queer, intersex, asexual+ (LGBTQIA+) pre-service students, teaching LGBTQIA+ content in their methods courses and helping pre-service teachers reduce their bias and prejudice against LGBTQIA+ individuals. The study revealed that literacy and social studies methods instructors had a higher sense of self-efficacy than their mathematics and science counterparts. Participants had a higher sense of self-efficacy in working with LGBTQIA+ students than teaching LGBTQIA+ content. Participants employ a variety of pedagogical strategies to implement LGBTQIA+ content in methods courses.

THE ROLE OF THE EDUCATIONAL COUNSELOR IN THE INCLUSION AND INTEGRATION PROCESSES

&lt;p&gt;The current study examined the attitudes and perceptions of educational counselors with respect to the inclusion of students with special needs in mainstream classrooms (mandated by the Israeli Special Education law), along with assessing their sense of self-efficacy, job satisfaction and stress.&lt;strong&gt; &lt;/strong&gt;101&lt;strong&gt; &lt;/strong&gt;elementary and middle school educational counselors filled out questionnaires on self-efficacy, job satisfaction, stress and mainstreaming perceptions. In addition, 11 semi-structured interviews were conducted in order to gain a deeper understanding of the ways they cope with inclusion. Significant differences were found between elementary school and middle school educational counselors in their attitudes toward inclusion, where elementary school counselors were more favorable, had a higher sense of self-efficacy and expressed more positive attitudes towards inclusion. Self-efficacy and job satisfaction were correlated. In general, educational counselors deal with a wide variety of stress factors and are aware of the difficulties inherent to social inclusion as compared to academic inclusion.&lt;/p&gt;&lt;p&gt; &lt;/p&gt;&lt;p&gt;&lt;strong&gt; Article visualizations:&lt;/strong&gt;&lt;/p&gt;&lt;p&gt;&lt;img src="/-counters-/edu_01/0939/a.php" alt="Hit counter" /&gt;&lt;/p&gt;

Teacher Efficacy in High Performing Teachers: Barriers and Enablers for New Graduates

Teachers with a high sense of self-efficacy are more resilient to difficulties, experience greater job satisfaction and have higher expectations of their students. This study investigated teacher self-efficacy in high performing teachers at two points in their development: 1) as preservice teachers, halfway through their undergraduate degree using the Teacher Self-Efficacy Scale (TSES) (Tschannen-Moran &amp; Woolfolk Hoy, 2001) 2) as new graduates through a qualitative interview focused on efficacy. These 24 teachers participated in the National Exceptional Teaching for Disadvantaged Schools program (NETDS) at Deakin University during their BEd (Primary) degree. They demonstrated lower self-efficacy than their peers in Efficacy for Instructional Strategies (TSES). As graduates, however, they presented as confident teachers with high self-efficacy. It appears that their studies, their placements in low socioeconomic schools and as well mentored new graduate teachers, had helped make them into effective teachers who were ready for their new profession.

Self-Efficacy of Teachers Working in Mainstream Schools – Research Communication

This article presents the results of a study on the self-efficacy of teachers working at mainstream schools and the results of intergroup analyses (mainstream school teachers versus special education teachers), being part of a research project focused on identifying the determinants of teachers’ sense of self-efficacy. Intergroup comparisons were made due to assumed differences in the self-efficacy of teachers in mainstream and special schools, resulting from the specific organisation and functioning of the two types of schools and the differentiated actors. The theoretical basis was the social learning theory of A. Bandura. The research was conducted with the use of the “Sense of Efficacy Test” by M. Chomczyńska-Rubacha and K. Rubacha. A total of 801 teachers took part in the study, including 442 teachers from mainstream schools and 359 from special schools (special education centres – SOWs; youth sociotherapy centres – MOSs; youth education centres – MOWs; prisons – ZKs). Research analyses have shown that the sense of self-efficacy in teachers from mainstream schools is dependent on their place of residence – increasing along with its size. Cognitive and action resources are determined by the level of education of the mothers of the studied teachers, while motivational resources are determined by the type of school at which they work. A cluster analysis identified two independent groups of teachers – those scoring high and those scoring low in terms of self-efficacy. A model mismatched with the data was obtained, which means that on the basis of sociodemographic variables and other information about teachers (education level of their parents, type of school) it is not possible to predict their assignment unambiguously to the distinguished groups. In terms of intergroup analyses, a higher sense of self-efficacy and greater motivational and cognitive-action resources were noted in teachers from mainstream schools than in teachers from special schools. The place of work of teachers from both compared groups significantly differentiates their sense of self-efficacy and the level of motivational as well as cognitive-activity resources (teachers employed at a lower secondary school possess more motivational resources, compared to teachers employed in special education centres). In turn, teachers employed at prisons are characterised by a higher level of cognitive-activity resources compared to teachers employed at secondary schools and youth sociotherapeutic and educational centres.

HIGHER EDUCATION IN EVOLVING WORLD: ACCELERATING THE PACE OF CHANGE IN TEACHING FOR LEARNING

&lt;p&gt;World-wide, 21st century higher education (HE) involves knowledge acquisition focused on addressing societal challenges. Fundamentally valuable are high order skills, such as critical thinking, creative problem solving, teamwork, evaluation, analysis, digital literacy, adaptability, and communication which can be used to navigate across a wide range of disciplines attributive to success in modern society. This is achievable through quality teaching for quality learning and hence the need for modernized pedagogical experience. In this regard, modern pedagogy in HE demands beyond routinized merely teachers’ transmission of information versus students’ retention efforts. It delves into the teaching of students on how to handle, address and interpret concepts, evidence and ideas, how to think and act as experts and how to produce original insights and valuable knowledge for the benefit of society, and ultimately, how to remain ahead of foreseeable societal challenges. Due to this, universities should change pedagogical approaches from fact-based traditional lecturing to interactive teaching with the aim of fostering deep understanding and expert-mindedness for problem-solving. This would result in graduates who fit the emerging economic, social and political situations that nations experience. They should be able to; approach societal challenges given their grounded curiosity, critical thinking and creativity, apply innovative skills in addressing real world problems, display a strong sense of personal and professional identity, and portray a high sense of self-efficacy. This paper is an attempt to explain how HE can give forth products who are world leaders in their specific disciplines in respect of teaching, research and community service.&lt;/p&gt;&lt;p&gt; &lt;/p&gt;&lt;p&gt;&lt;strong&gt; Article visualizations:&lt;/strong&gt;&lt;/p&gt;&lt;p&gt;&lt;img src="/-counters-/edu_01/0963/a.php" alt="Hit counter" /&gt;&lt;/p&gt;

Self-reported Dermatological Manifestations, Perceived Stress, and Body Image of Young Adults During the Greek Lockdown Caused by the COVID-19 Outbreak

The aim of the study is to explore the perceived impact of social distancing measures due to COVID-19 on the manifestation of skin disorders and symptoms and their association with perceived stress and body image. For the purposes of this article, quantitative-driven mixed methods are used: the Greek versions of “Perceived Stress Scale” (Andreou et al., International Journal of Environmental Research and Public Health 8:3287–3298, 2011) to measure the stress levels among population, and “Multidimensional Body-Self Relations Questionnaire-Appearance Scales” (Argyrides and Kkeli, Psychological Reports 113:885–897, 2013) to examine body image satisfaction and assessment, along with open-ended questions are used. Questionnaires were distributed during the period of social distancing measures and 3 weeks following lockdown. Two hundred and fifty-three (N = 253) participants completed the survey: a control group of 164 participants without dermatological manifestations and a study group (N = 89) with dermatological manifestations.. Statistical analysis shows that adults with acne have a higher sense of self-efficacy in managing stressful situations than participants who have other skin disorders. Gender differences are observed as far as the perceived appearance is concerned. Thematic content analysis (Braun and Clarke, Qualitative Research in Psychology 3:77–101, 2006) shows that adults with skin symptoms associate their symptoms exacerbation with intrapersonal dimensions, such as stress and fear and environmental factors. The presence of skin disease is not necessarily associated with body satisfaction, body image, and cutaneous body image, although positively correlated with stress. The results are discussed and future recommendations are proposed.

Co-teaching-based professional development: Self-efficacy, attitudes toward the profession, and pedagogical practices

The design of university training programs affects academic outcomes therefore, exploring the various design components in the academic program is important. The study explored how participating in a co-teaching-based professional development program (PDP) affects novice teachers' self-efficacy, their attitudes toward the profession, and their application of pedagogical practices; and measured the correlation between self-efficacy and attitudes and how it is influenced by the application of pedagogical practices. We used a questionnaire answered by 300 novice teachers and interviews with 15 teachers who participated during their academic studies in the co-teaching-based PDP. The results indicated a higher sense of self-efficacy and attitudes toward the profession among teachers who participated in the co-teaching-based PDP. The relationship between teachers' self-efficacy and attitudes was partially mediated by six pedagogical applications. The findings provide insights on designing PDP that may contribute to ameliorating the entrance of novice teachers into the teaching profession with teaching skills that will sustain over time.

Undergraduate Students’ Self-Efficacy Strategies in Writing Academic Papers

This study explored the writing self-efficacy of English education undergraduates at Sanata Dharma University, Yogyakarta. Nowadays, many students still have not used self-efficacy in their studies. Consequently, they may encounter difficulties when working on tasks. As a result, the scores obtained are not the highest. Which may make them lack the motivation to learn. The purpose of this research was to determine the application of self-efficacy in writing works for the undergraduate course of English Education at Sanata Dharma University. The research question was: How can undergraduate students of the English Education Study Program manage self-efficacy and writing anxiety to complete the academic writing class? This research adopted qualitative methods making use of the Likert scale and interviews. The questionnaire was distributed to Sanata Dharma University’s undergraduates who had received English courses in reading literary works. The results show that undergraduates have a high sense of self-efficacy, can complete academic writing on time, and we are motivated by their internal and surrounding environments.

Relationships among smoking abstinence self-efficacy, trait coping style and nicotine dependence of smokers in Beijing.

INTRODUCTIONPsychological, physiological and social factors play an important role in the initiation, persistence, dependence and relapse of smoking behaviors, and coping style and smoking abstinence self-efficacy can all affect nicotine dependence.METHODSA cross-sectional sample of 568 quitters from 19 communities in Beijing in 2019 was surveyed. Demographic information and psychological characteristics of smokers were collected by an interview questionnaire, and psychological traits scales including the Smoking Abstinence Self-Efficacy (SASE) and the Trait Coping Style Questionnaire (TCSQ). We compared differences in psychological traits across demographic information and explored the relationship between nicotine dependence and coping styles and self-efficacy in refusing to smoke.RESULTSSignificant differences were identified in self-efficacy in refusing to smoke and across dimensions among quitters by gender, job type, education level, and monthly income level (all p<0.05). Males had lower self-efficacy in the habitual/addictive context than females; retirees had better overall self-efficacy and self-efficacy in the negative/emotional context than business service workers and professionals; and high-educated, high-income quitters had lower self-efficacy in the negative/emotional context. There are significant differences in positive coping styles among quitters of different ages, levels of education, and types of work (all p<0.05). The results further showed that the underage population, highly educated population, and practitioners other than those in retirement, are less likely to use positive coping styles. Interventional effects analysis showed that a higher sense of self-efficacy in addictive contexts can counteract some of the negative coping styles that induce smoking.CONCLUSIONSSelf-efficacy played an indirect mediating role between negative coping style and nicotine dependence; individuals who used more negative coping styles were more likely to engage in smoking and therefore were more nicotine dependent. Hence, it is necessary to reduce the use of negative coping strategies and improve the self-efficacy of smoking abstinence in the face of addiction.

The Role of Pedagogical Practices in Novice Teachers' Work

&lt;p&gt;Achieving educational goals is based on the skills and competence of teachers; therefore, professional development of teachers is important to policy and decision-makers. Worldwide, the percentage of teachers who leave the profession within their first years of teaching is high therefore, professional support is essential to ease on their integration. Previous research indicates a positive and significant correlation between teachers' self-efficacy and their attitudes toward the teaching profession. Our study included three hypotheses: 1) teachers' pedagogical applications serve as mediators for the relationship between teachers' self-efficacy and their attitudes toward the profession; 2) participating in a professional development school (PDS) training program interacts with teachers' self-efficacy in predicting their attitudes toward the profession; and, 3) participation in a PDS training program will positively affect the two variables. A close and open-ended questionnaire was replied by 300 novice teachers, some of whom participated in the PDS program and others who did not. Findings indicate that the relationship between teachers' sense of self-efficacy and their attitudes towards the teaching profession was partially mediated by: applying constructivist pedagogical practices; matching to differences between learners; collaboration between fellow teachers; accountability; planning and teaching management; and academy-community relationships. Participation in a PDS program was not found as a moderator variable for this relationship, but novice teachers who participated in this program had a significant higher sense of self-efficacy and more positive attitudes towards the teaching profession. Findings are important for designing novice teacher training programs with an emphasis on the implementation of specific pedagogical practices.&lt;/p&gt;

Factors to improve job performance and school effectiveness

PurposeIdentify some of the most relevant factors that trigger a private school's workforce to foster a sustainable competitive advantage by reinforcing the intrinsic job satisfaction and the levels of teacher self-efficacy, engagement and job performance.Design/methodology/approachSurveys were applied to private school teachers to assess their perception concerning the studied variables, data were tested at a confirmatory level using the partial least squares path modelling (PLS-PM).FindingsTeachers with a high sense of self-efficacy and possessing elevated intrinsic satisfaction tend to be highly productive and results-oriented. Intrinsic job satisfaction is a key factor that influences more than extrinsic job satisfaction in the previously mentioned relationship.Research limitations/implicationsAlthough the obtained results are constrained and apply to the Mexican context, we suggest that virtual limitation can be overcome by extending the study due to the proposed construct that can be applied in other regions or organizations.Practical implicationsPrincipals will need to develop mainly the intrinsic job satisfaction in the teaching staff, to improve the job and organizational performance. This should be accompanied, secondly, by factors that encourage extrinsic satisfaction such as fair pay or recognition.Originality/valueOpen up an alternative explanation, based on the evidence of this study, to the theory of social exchange, since the factor that most influences teacher’s citizenship behaviours is not extrinsic but intrinsic satisfaction. That is, it is not what the employee receives from the institution, but what the employee does or gives to the institution the source of satisfaction that will encourage greater job performance.

In the Face of Negative Data, the Effects of Goal Type and Feedback Type on the Willingness to Continue to Participate Quantified-Self

In order to ensure the continuous participation of consumers in quantified-self, this paper studies the influence of target type and feedback type on the intention of quantified-self continuous participation in the face of negative data. The interaction between quantified-self goals and feedback types was taken as an independent variable, and self-efficacy was introduced as an intermediary to explain the influence of independent variables on the quantified willingness to continue to participate. In this study, the experimental method was used to prove the research hypothesis through two experiments. The results showed that in the face of negative data, when the type of quantified-self goal was promotion, compared with the task feedback, the adoption of ability feedback would lead to a higher willingness of quantified-self involvement due to a higher sense of self-efficacy. When the quantized-self goal type is prevention, compared with the task feedback, the adoption of capability feedback results in a lower willingness of quantified-self involvement due to a lower sense of self-efficacy. The results of relevant studies have positive guiding significance for enterprises to improve design methods to promote consumers’ willingness to participate in quantified-self sustainability.

Sense of generalised self-efficacy and the nutritional behaviour of district-level football referees

Introduction: Nutritional behaviours are determined by numerous environmental and individual factors. Aim: The aim of the study was to assess nutritional behaviours among referees of district football matches depending on sense of generalised self-efficacy. Materials and methods: The study was conducted among a group of 138 men - football referees at a regional level (Małopolska and Podkarpackie Football Association) using the author’s questionnaire on nutritional behaviours and the Generalised Sense of Self-Efficacy Scale (GSES). Results: The surveyed football referees, at the highest percentage, consumed at least 3 meals a day (85.11%) and preferred unsweetened beverages for hydration (81.11%). The frequency of including cereal products during every meal (71.78%), avoiding fast food (70.00%), hydrating properly after training (66.44%), avoiding sweetened carbonated beverages (59.65%), consuming fish at least once a week (58.88%) and limiting sweet and salty snacks (54.98%) was also high. Referees with a high sense of self-efficacy significantly more often preferred unsweetened beverages (p&lt;0.05), correctly replenished fluids during (p&lt;0.05) and after training (p&lt;0.001), consumed fruit (p&lt;0.001), as well as vegetables (p=0.001), cereal products (p&lt;0.001), dairy products (p&lt;0.01) and fish (p&lt;0.01) at the recommended frequency and avoided energy drinks more often (p&lt;0.05) than referees with low self-efficacy. Conclusions: A limited scale of rational nutritional behaviours and their differentiation due to the level of generalised selfefficacy was indicated in the examined group of male football referees at a regional level, with an indication of more favourable nutrition choices among men with a higher sense of self-efficacy.

Self-efficacy, infant feeding practices, and infant weight gain: An integrative review.

It has been suggested that self-efficacy specific to parenting or feeding may influence the decisions parents make regarding infant feeding; however, a review of this topic has not been conducted. The purpose of this integrative review is to synthesize the literature regarding the potential role of self-efficacy in infant feeding practices or infant weight gain. A total of 40 articles were used to guide this review, which were classified into three categories examining an association with self-efficacy (1) breastfeeding; (2) infant feeding practices such as parental feeding style and dietary quality; and (3) infant weight gain. Evidence regarding breastfeeding self-efficacy (BFSE) and breastfeeding is extensive; mothers with a higher sense of BFSE more often initiate breastfeeding and breastfeed for longer durations. The evidence regarding self-efficacy and the association with infant feeding practices other than breastfeeding is sparse. However, several studies report that mothers who have a higher sense of self-efficacy are more likely to follow infant feeding practices which align with recommendations. The authors have speculated an association between self-efficacy and infant weight gain; yet, to date, no study has found a significant association. More research is needed on the topic, particularly in diverse populations and with fathers and mothers.

The Role of Mid-Career Nurses in Educating New Nurses: from the Perspective of Self-Efficacy

This study sought to clarify the relationship between the educational role behavior of mid-career nurses toward new nurses, and their sense of self-efficacy. Educational role behaviors of mid-career nurses toward new nurses were set to 13 items related to career ladder and previous researches. To identify the relationship between the sense of self-efficacy in mid-career nurses and performing these 13 behaviors in their educational role toward new nurses, we had 310 mid-career nurses complete a questionnaire survey and analyzed the resulting data using Spearman's rank correlation coefficient, Mann-Whitney U test, and Kruskal-Wallis test. We found that mid-career nurses who had served as preceptors (senior nurses who teach practical nursing skills to new nurses on a one-on-one basis) four or more times had a significantly higher sense of self-efficacy than those who had served as preceptors three times or less for four behaviors only (1. demonstrating specific methods when instructing new nurses on various support methods, 7. being receptive to new nurses, 11. striving for professional self-improvement in practical nursing as a mid-career nurse, and 12. co-ordinating interpersonal relationships in the organization). No relationships were observed between the total number of years of nursing experience and the number of years of working at the station concerned. For all 13 educational role behaviors, Spearman's rank correlation coefficients of 0.5-0.7 indicated a significant relationship between implementation of the educational role behavior and a sense of self-efficacy. We believe that the high sense of self-efficacy that results from the performance of the 13 behaviors by mid-career nurses in their role of teaching new nurses leads them to demonstrate these behaviors in their everyday practice. It was also found that experience alone did not mean that mid-career nurses could adopt educational role behaviors with little burden, suggesting that support is universally necessary, regardless of experience.