Teacher Self Research Articles

Contribution of International Non-Governmental Organizations’ Interventions on Students’ Competence in English Language in Bugesera District Primary Schools, Rwanda

Purpose: The aim of the study was to evaluate the impact of interventions by International Non-Governmental Organizations on students' competence in Rwanda. Methodology: This research adopted a descriptive case study design aimed at establishing the impact of International Non-Governmental Organizations (INGOs) interventions on learners’ competence in English in Rwanda. The study utilized a mixed-method approach, incorporating both quantitative and qualitative methodologies to provide a comprehensive analysis. The population of our study was composed of 92 teachers and 16 head teachers of all primary schools in Bugesera District which were the target of Teacher Self Learning Academy project. The population also included 5 SEIs, 1 DEO/DDE in that district and a Plan International staff who has been involved in the TSLA project implementation. The sample size drawn from the total population of 92 teachers is 75 teachers using Slovin's Formula. Alongside the 8 head teachers from the selected schools, 5 SEIs, 1 DDE, and 1 Plan International staff member, this leads to a total of 90 participants for the study. The sampling approach was specifically tailored to suit the different categories of participants in the study. Purposive sampling was employed to select all head teachers from the identified schools. In contrast, stratified random sampling was used to select teachers, ensuring representativeness across various demographics such as gender, experience, and school location. For this study purpose, questionnaires and interview guide was used to collect and analyze data from research participants. The researcher took into consideration validity and reliability of the study to be valid and reliable to the audience. The researcher used descriptive statistics to analyze quantitative data and draw tables. Descriptive statistics were used to simplify large amounts of data. Inferential statistics were used to treat particular factors to detect the contribution of each determinant in learners’ competence in English. Primary data was treated through appropriate software as Statistical Package for Social Science (IBM/SPSS Version 21.0) and by after confronted with interviews and secondary data. Findings: The findings from both quantitative and qualitative data reveal that the TSLA project had a significant positive impact on students' English language skills, particularly in listening, speaking, reading, and writing. The findings revealed that 90.7% of the respondents agreed that instructional videos uploaded on iPods improved students' English listening skills, while 100% believed that these videos enhanced speaking fluency. Additionally, 94.7% of respondents indicated that the provision of teaching aids improved students' reading skills, and 86.7% noted an improvement in writing skills. Methods used in teachers' training, such as study groups and mentoring, were positively evaluated, with 76% and 74.7% of respondents, respectively, affirming their contribution to students’ English competence. However, challenges such as inadequate support from school management (62.7%), lack of incentives (88%), and insufficient resources (98.7%) were identified as barriers to effective implementation. Unique Contribution to Theory, Practice and Policy: The Government authorities should enforce policies that mandate continuous professional development for teachers and monitor their implementation to ensure effectiveness. The Ministry of Education should enhance teacher training programs by investing in comprehensive and continuous professional development programs that focus on modern teaching methodologies, ICT integration, and language competences. The Rwanda Basic Education Board (REB) should create incentive schemes to acknowledge and reward teachers who demonstrate exceptional dedication and improvement in their teaching practices. Bugesera Primary Schools should ensure that school management provides adequate support to teachers, including mentoring, peer coaching, and access to necessary teaching materials while parents should encourage and support their children's learning activities at home, particularly in using ICT tools and practicing language skills.

The Effect of a training program based on the (TAWOCK) model for teaching computational thinking skills on teaching self- efficacy among female computer teachers

AbstractThe aim of research is to reveal the effect of a training program based on the TAWOCK model for teaching computational thinking skills on teaching self-efficacy among computer teachers. It used the quasi-experimental approach, with a pre-test and post-test design with a control group. An electronic training program based on the TAWOCK model was designed, and prepared (teaching self-efficacy scale). The research sample included (42) female teachers in the experimental group, and (39) female teachers in the control group. The research reached: There was a statistically significant difference at the level (α ≤ 0.05) between the mean scores of computer teachers in the experimental and control groups in the post application; In favor of the experimental group, the value of the ETA square for the total scale of teaching self-efficacy was (0.613); Which indicates the size of significant impact on the self-teaching effectiveness of female computer teachers. There was also a statistically significant difference at the level (α ≤ 0.05) between the mean scores of computer teachers in the experimental group in the pre and post applications; In favor of the post application, the value of Cohen’s coefficient for the total scale of teaching self-efficacy was (1.26).

Exploring the Possible Selves of Pre-Service English and Filipino Language Teachers: Insights into Language Teacher Preparation

Despite the growing interest in understanding the complex nature of possible selves among pre-service language teachers, an in-depth exploration into its intricacy and how this can directly inform language teacher preparation remains relatively scarce. Using qualitative-descriptive research design, this study provides a comprehensive analysis of the possible selves of pre-service English and Filipino language teachers, specifically focusing on identifying their hoped-for selves and feared selves as future language teachers. The participants were 20 pre-service language teachers from a state university in the southernmost part of the Philippines, evenly divided between Bachelor of Secondary Education-English and Bachelor of Secondary Education-Filipino, who were selected using purposive sampling technique. Data were collected through a reflective journal, an unstructured questionnaire which explored the participants’ experiences with 40-session practice teaching, and an experiential learning course which ran for 10 weeks. The reflective journals were analyzed thematically following an AI-assisted inductive thematic analysis procedure. The analysis revealed a complex panorama of pre-service English and Filipino language teachers’ possible selves, highlighting a myriad of their hoped-for and feared selves. The findings enhanced theoretical understanding of possible selves in language teacher education and further propounded the critical need for a multifaceted approach to language teacher preparation.

How is feedback perceived by Brazilian students and faculty from a nursing school?

AimThis study aims to explore the perceptions of feedback among undergraduate students and faculty members at a Brazilian private nursing school. BackgroundFeedback plays a crucial role in the socioemotional development of learners, with its interpretation varying across different sociocultural contexts. Student evaluations frequently express dissatisfaction regarding both the quality and quantity of feedback received. Conversely, delivering feedback poses a challenge for faculty, requiring the establishment of an empathetic connection that fosters trust and credibility. Brazil, being a developing country characterized by social disparities and economic challenges, presents a unique backdrop for examining feedback dynamics. DesignQualitative research, employing Inductive Content Analysis, was used to understand feedback perceptions in Brazilian nursing education. Symbolic interactionism was adopted as methodological framework and guided data interpretation. MethodsWe carried out five virtual focus groups composed of a group of teachers (n=5) and four of students (n=34). Semi-structured interviews guided data collection. The recorded sessions were subsequently analyzed to identify key themes and codes. Symbolic interactionism was employed as a framework to derive meaning from qualitative data. ResultsContent analysis generated two categories that reveal the perception of teachers and students in the feedback process. The first, called “Feedback in Education: Sociocultural Influences for Students and Teachers”, expresses the beliefs and interpretations of students and teachers within the shared feedback environment. The second called “Challenging resonance, transformative construction: Navigating the dualities of feedback for teachers and students”, which elucidated how relational dynamics shape behaviors and attitudes, promoting the development of social skills and learning. Faculty's previous feedback experiences significantly influence their self-perception and behavior with students. As a result of the resonance of these past interactions, we recognize that the teaching self also plays a crucial role in the quality and perception of feedback. Furthermore, students construct social reality with similar beliefs and values, they believe in the learning potential generated by feedback. Our findings also corroborate that perceptions of feedback are deeply influenced by the sociocultural context and the narratives corroborate previous findings indicating that, in Brazil, honest feedback can be implicitly perceived as criticism rather than an opportunity for growth. ConclusionsFaculty members often draw on their past experiences when providing feedback, highlighting the adaptive nature of feedback interactions. Additionally, the feedback process is consistently influenced by the commitment to maintaining positive relationships with students. Students recognize the constructive dimension of feedback as a valuable tool for learning and personal growth.

EFL teacher self and collective efficacy scale (ETSCE): Developing efficacy measures in teaching EFL

This study aimed to develop a self- and collective efficacy measure for Indonesian EFL teachers focusing on teaching responsibilities, undertaken student advisory, coping English as classroom communication, English milieu, and institutional tasks. This study focused on demonstrating the development and validity of EFL Teacher Self- and Collective Efficacy Scale (ETSCE). The study used a quantitative research approach with cross-sectional survey research design. There were sixty-two EFL teachers involved in the study chosen using a voluntary sampling technique. Results showed that Content Validity Ratio (CVR) index was .5 with four panelists arguing valid with no revision. The internal consistency test showed a very highly reliable (α = .977) with no negative value in Inter-Item Correlation, which indicated all items measured the same underlying characteristics. Another result showed that all sub-scales in both self- and collective efficacy were categorized in a very highly reliable (α > .7) Therefore, the final ETSCE produced by this study is valid and reliable and can be a reference for those who have sought to study self- and collective efficacy in teaching EFL in Indonesia.

Exploring Factors Influencing In-Service Teachers' Motivation to Teach English in Thailand

The motivation of in-service English language teachers in Thailand was examined through the lens of possible language teacher selves. With English as a lingua franca and Thailand's emphasis on English proficiency, understanding teacher motivation is crucial. The qualitative narrative approach was adopted, involving semi-structured interviews with three participants having a minimum of three years of teaching experience. The study addressed the gap in literature regarding English teachers' possible selves and retention. The findings revealed the interplay of intrinsic and altruistic motives, self-concept, and career aspirations. Participants' motivations aligned with their ideal, actual, ought-to, and feared possible selves. Their reasons for teaching were in harmony with their aspirations, current self-perception, perceived obligations, and the desire to avoid negative outcomes. The findings have relevance for tailored professional development, student-centered approaches, recognition of non-native speaker strengths, and strategies to enhance teacher well-being. While limited by sample size and design, this research contributes to understanding teacher motivations and their implications for educational institutions.

Discovering and developing the vocational teacher identity

PurposeThis study explores the role of previous occupational identity in the formation of the (new) teacher identity of vocational teachers. The focus is on how vocational teachers discover their teaching identity, how they describe the connection between their previous occupation and teacher identity and how they describe a competent member of the teaching community.Design/methodology/approachThe theoretical approach is inspired by Communities of Practice (CoP) theory. More specifically, the realignment between socially demanded competence in the profession and personal experience as well as identification with the teaching community are discussed. The research material comes from 14 interviews with vocational teachers in different disciplines.FindingsFindings indicate first that the process of professional identity (trans)formation was initiated by finding one's teaching self when the individuals became aware of their interest in teaching by discovering that they had already achieved some sort of teaching-related competence. Second, individuals had been connecting their professional identities – finding common competence between their previous occupation and the teaching role. Third, vocational teachers experienced legitimising their competence and their new identity with reference to what their new CoP instructed as important competence (regime of competence).Originality/valueWhile teachers' vocational competence is not scrutinised, their teaching competence needs to be constantly proved. This imbalance often leads to teachers returning to an aspect of their identity that is well established – their vocational competence. Looking back to their occupational competences constitutes a realignment backwards, when teachers attempt to serve their new professional goal by drawing on old competence.

Providing opportunities and experiences to support student teacher self-efficacy: the case for teaching as inquiry

ABSTRACT Using the context of Teaching as Inquiry (TAI), this study responds to calls for in-depth qualitative research documenting opportunities that have the potential to build Teacher Self Efficacy. Drawing on 4 data sets generated by 28 student teachers as they undertook a TAI project during their final practicum, we illustrate how TAI experiences fostered competence and confidence through knowledge and skill development. We also highlight the impact outcome expectancies had on student teachers’ behaviour including their expectations of students from diverse backgrounds. As well as building persistence and resilience we show how the cyclic nature of the TAI process developed student teachers’ understanding of task magnitude with reference to their inquiry goals and teaching in general. Finally, we argue that self-efficacy needs to be promoted as a core rationale for TAI if its full potential in developing self-efficacious student teachers is to be realised.

Ideal L2 Pre-service Teacher Selves: The Case of University Pre-service Teachers in Costa Rica

The ‘L2 Motivational Self System’ (L2MSS) (Dörnyei & Ryan, 2015) sheds light on theoretical tenets for research in language learner motivation. The L2MSS has been adapted into the ‘Possible Language Teacher Self’ (PLTS) (Kubanyiova, 2009) to explore language teacher motivation. Nonetheless, there is scarce research on a self-system for L2 pre-service teachers. Therefore, in this qualitative study, the characteristics of the Ideal L2 Pre-Service Teacher Self were explored to identify a possible motivational self-system. In-depth semi-structured interviews were conducted and thematic analysis was implemented. Participants (N=2) were pre-service L2 teachers from a university in Costa Rica. Findings revealed that participants mentioned four common traits of an ideal L2 pre-service teacher self: (1) passion, (2) knowledge, (3) adaptability, and (4) language proficiency. Contrary to Kubanyiova’s (2009) PLTS and Dörnyei’s (2009b) and Dörnyei & Ryan’s (2015) L2MSS, both participants share an ‘L2 Pre-service Teacher Self System’ including four elements: (1) Ideal L2 Pre-service Teacher Self, (2) ought-to L2 Pre-service Teacher Self, (3) current L2 Pre-service Teacher Self, and (4) Feared L2 Teacher Self. It is discussed and concluded that a PLTS system might include the elements just mentioned. However, further exploration on an L2 Pre-Service Teacher Self is mandatory to better understand the motivation and self-identity of L2 pre-service teachers.

The Relationship Between The Attitudes of Teaching Profession, Life Satisfaction, Possible Selves and The Emotional States of Pre-Service Teachers

In this study, the relationship between pre-service teachers' attitudes towards the teaching profession, their life satisfaction, possible selves and emotional states were examined. This study, in which the quantitative research approach was adopted, was carried out with the relational survey model and was realized with the participation of 685 pre-service teachers. Data were collected in the 2021-2022 Academic Year. Personal information form, “Attitude Scale Towards Teaching Profession”, “Life Satisfaction Scale”, “Pre-service teachers' Possible Self Scale” and “Emotional State Scale” were used as data collection tools. As a result of the analyzes, it was seen that there was a positive and significant relationship between the attitudes of pre-service teachers towards the profession and their life satisfaction, expected possible teacher selves and emotional states. Accordingly, the more the teaching profession is loved and the more it satisfies the teacher, the more it can improve the quality of life in a positive way. In addition, a negative relationship was found between the pre-service teachers' life satisfaction and feared potential teacher selves, and a positive relationship was found between their life satisfaction and emotional states. This result suggests that there is a link between pre-service teachers' overall life satisfaction and their concerns about future teacher roles and responsibilities. Another result of this study is that there is a positive relationship between the pre-service teachers' emotional states and their expected potential teacher selves, and a negative significant relationship between their emotional states and feared possible teacher selves. This result means that pre-service teachers' feared potential teacher self-perceptions may become stronger when they evaluate themselves negatively, have concerns about their professional future, or have negative emotional experiences. According to the results of this study, it is understood that pre-service teachers' attitudes towards the profession are related to both their self-esteem as a teacher and their perception of professionalism.

Teacher perceptions of administrator actions in COVID-19 and its impact on emotional exhaustion: A moderation analysis of teacher self efficacy

School districts, administrators, and teachers faced an unprecedented challenge as schools closed due to COVID-19. SBAE teachers were no exception to this and faced the unique challenge of teaching technical content through virtual platforms. The purpose of this study was to explore SBAE teacher emotional exhaustion amid the shared trauma of the COVID-19 pandemic. This study examined emotional exhaustion, teacher self-efficacy, technological pedagogical content knowledge (TPACK), and perceived supportive actions from administration in [State] SBAE teachers. Paired samples t-tests indicated increases in emotional exhaustion – with a medium effect size – in participants from spring to autumn of 2020. A serial multiple mediator model indicated supportive administrator actions significantly predicted TPACK and emotional exhaustion, while TPACK significantly predicted teacher self-efficacy at the time of measurement. Within the mediation model, no significant indirect effects were found. Further research should examine the factors behind administrative support for teachers to help mitigate emotional exhaustion in the teacher population.

SELF- EFFICACY AMONG LEADERS OF EDUCATION IN THE TECHNOLOGY ERA: A SYSTEMATIC REVIEW

In the technology era, school leaders' self-efficacy plays a pivotal role in shaping educational outcomes. This abstract explores the significance of self-efficacy among school leaders in effectively integrating technology into their institutions, fostering innovation, and improving overall educational practices. This review seeks to synthesize the available knowledge, assess the effectiveness of self- efficacy among school leaders, and highlight critical areas for further research and improvement. This study used PRISMA approach. The systematic search of academic databases using Scopus and Web of Science database yielded a comprehensive selection of studies, reviews, and articles related to self- efficacy and leadership. After applied advanced searching approach using keyword (self- efficacy, education, and leader). The analysis revealed that self- efficacy of leaders played a pivotal role in improving educational management and accomplishment, building up motivation to do better for the institutions. The final finding data is (n=26) which review identified key themes, including the self- efficacy, leadership self- efficacy, and the importance of educators’ motivation. Expert validation decided to divide into three themes which is (1) teacher self- efficacy and educational practice, (2) leadership and self- efficacy and (3) professional development.

Constructing Teacher Self in a Dialogue between Multiple I-Positions: A Case from Teacher Education

This study approached preservice teacher identity by drawing on Dialogical Self theory and especially the notion of I-position. The study explored how one preservice subject teacher, Aino, constructed her I-position as a becoming teacher in a dialogue between voices originating from her previous school experiences and voices stemming from her subject teacher pedagogical studies. The results of a dialogically oriented narrative analysis of the interview data showed that Aino constructed her teacher identity in a dialogical process between multiple internal and external I-positions. The pedagogical studies produced both positive and negative boundary experiences that enabled Aino to recognize tensions between internal (e.g., I as a becoming teacher and I as a pupil) and external (e.g., my past teachers) I-positions within her dialogical self. Aino constructed her preservice teacher identity in a critical dialogue and negotiation between different voices and I-positions originating from different times and places. Consequently, teacher education should help students become aware of the dynamics and tensions of the social, cultural, and institutional structures surrounding teachers’ work and to develop as agentive teachers who can transform their own thinking and practice in the complex, changing world of teachers’ work.

Teachers Stress and its Impact on Their Self-Efficacy: An Evidence from Okara District

Stress is an important area of study in social sciences as it result in multiple complications. People suffering from stress encounter issues of productivity. It is the case with the teachers when they suffer from stress affect their self-efficacy. The current study attempted to find out the relationship between teacher’s stress and self-efficacy. The study is based on quantitative research technique and a sample size of 622 teachers selected through multistage sampling technique. Regression analysis was applied to determine the relationship between the variables. the findings of the study show that increase in the stress decreases the self-efficacy among teachers. The Adjusted R Square value of .898 suggests that the model is a good fit, as it takes into account the number of predictors included in the model. Similarly, for every one unit increase in Parent/ Teachers Relations, Time Management, Employee/ Administrator Relation, or Teacher/ Teacher Relations, the Teacher Self Efficacy score is expected to decrease by -.397, -.383, -.395, and -.396 units, respectively, holding all other predictor variables constant.

Validation of Teacher Self-Efficacy for Moral Education Scale in the Indian Context

The researcher validated Teacher Self Efficacy for Moral Education (TSEME) scale developed initially by Narvaez et al. (2008), in Australia, in the Indian context. Four hundred teachers teaching moral education to middle school students from 17 elite schools in Punjab and Haryana, states of India, were the sample subjects of the study. The two dimensions of Teacher efficacy for Character education, namely personal and general efficacy, with their Cronbach’s alpha being 0.87 in the Indian context, were extracted. The model was tested for the goodness of fit using the IBM SPSS AMOS Version 23. The estimates like TLI, CFI, CMIN/DF, and RMSEA were seen to satisfy the benchmark values. The result indicated that the tool could be administered in the intended population in the Indian context.

Implementation of ICT-Based Teacher Administration System to Improve Teaching and Learning Activities

One of the educational goals is the implementation of teaching and learning activities well in the boarding school environment. For this reason, it is necessary to carry out Information and Communication Technology (ICT) based documentation so that it can be enjoyed together and evaluated the performance of the teachers' service at TMI Al-Amien Prenduan. As for the existence of an ICT-based teacher administration system, it is actually a form of consensus between the caregiver and several teachers in improving the skills of teachers in the field of technology and online-based information. Given the increasingly massive technological developments in contemporary times. This research is included in qualitative field research with a case study research approach. The data collection techniques used are observation, interviews and documentation. While the data analysis techniques used are data reduction, data presentation and data verification. This research results in the implementation of an ICT-based teacher administration system in the field of curriculum, teacher self- development and examination results of the students. While the positive impact of SAG-TMI is the cooperation between the principal and the teachers for the achievement of good teaching and learning process activities so that it can be seen directly by the guardians of the students' academic achievements in the pesantren through ICT-based SAG-TMI.

The Influence of Principal Transformational Leadership, Work Culture on Job Satisfaction through Self-Efficacy of State Elementary School Teachers

This research aims to know and analyze influence leadership transformational head school and culture Work to satisfaction Work through efficacy teacher self. This research is quantitative research with a path analysis approach. The research population was 285 with samples are 166. Data collection was carried out using instruments consisting of transformational leadership of school principals (25 items), work culture (33 items), efficacy self (20 items), teacher job satisfaction (20 items) that have been tested its validity and reliability. Analysis of the research data using path analysis (Path Analysis). The results of the study found that there was an effect of transformational leadership on job satisfaction (0.165) work culture on satisfaction work (0.416), efficacy self to teacher job satisfaction (0.740), leadership transformational to efficacy self (0.626), culture Work to efficacy self (0.408), leadership transformational head school on teacher job satisfaction through efficacy self (0.463), work culture on satisfaction Work through efficacy self (0.302).

Together a Catalyst: Learning From Our Co-Creative Arts-Based Inquiry About Our Teacher Selves During the Transition to Online Teaching

The COVID-19 pandemic necessitated many adjustments to everyday teaching at higher education institutions. While face-to-face lectures were the preferred teaching method of teacher educators prior to the COVID-19 pandemic, the shift to online teaching was heightened during the COVID-19 pandemic. This paper draws attention to the shifts we transitioned to as teacher educators teaching and researching via online platforms-specifically Zoom—in the context of the COVID-19 pandemic. This study explored how three teacher educators used co-creative arts-based inquiry to deepen their understanding of their shifting teacher ‘selves’ as online users. Object-inspired narratives and poetic inquiry were employed to co-flexively engage with our shifting teaching experiences and question our feelings of discomfort teaching online. Framed conceptually by an ethics of care and collaborative-creativity, we discuss the tensions and possibilities we experienced, and shared through our scholarly online conversations via Zoom to think through the shifts in our teacher selves and teaching. We highlight our online teaching experiences amidst the uncertainty and disruption of the COVID-19 pandemic. We then share the methodological insight of collaborative arts-based inquiry and how it facilitated reflexive dialogues and deep conversations that ignited self-learning and collective insights into the potential and possibilities of online teaching. Findings highlighted that co-creative, online engagement enabled sharing of emotional experiences and offered possibilities for transforming teacher selves. In addition, co-creative, online engagement enabled the cultivation of relational scholarly thinking. The article highlights the methodological insight of co-creative arts-based research in productively disrupting instrumental university discourse of online teaching.

Possible Language Teacher Selves and Their Contribution to Foreign Language Speaking Anxiety: A Study Over English Language Teaching and English Language and Literature Departments

Speaking in front of people is challenging even in one‘s own language. So it can be asserted that if teachers are aware of the reasons for their students’ English speaking anxiety, they may teach their classes better and decide on the most effective teaching techniques and methods. Speaking anxiety and speaking self-efficacy can be suggested among the most common problems in foreign language learning. The aim of the current study is to investigate whether there is a significant difference between foreign language speaking anxiety levels of English Language Teaching (ELT) and English Language and Literature (ELL) departments’ students; to investigate the degree and type of correlation between these FLSA variables of two departments; and to investigate the students’ levels of FLSA and whether their degree of anxiety in speaking a foreign language differs according to the departments of the students. The study has the features of quantitative research design. Data are received from 4th year students of English Language Teaching and English Language and Literature Departments. The findings show that there is a significant difference between the foreign language speaking anxiety levels of ELT and ELL students; ELT students are less anxious in speaking English than ELL students.

Exploring Cultural Intelligence Validity and Teaching Self Efficacy in Pharmacy Faculty

ObjectiveTo examine the construct validity of cultural intelligence (CI) and evaluate faculty self-efficacy in developing cultural intelligence in Doctor of Pharmacy students. MethodsA survey was developed based on a CI framework for pharmacy education consisting of four domains. Survey items were measured on a scale from 1-cannot do at all to 10-highly certain can do. Survey responses from faculty in the Doctor of Pharmacy program who completed ≥90% of the survey items were included. An exploratory factor analysis was conducted using principal components analysis with a varimax rotation and the Kaiser rule. Internal consistency reliability of each cultural intelligence construct was examined using Cronbach’s alpha (α). ResultsFifty-four Doctor of Pharmacy faculty members (83% response rate) completed the survey. The exploratory factor analysis revealed three CI constructs: (1) cultural awareness (α = 0.93), (2) cultural practice (α = 0.96), and (3) cultural desire (α = 0.89). Participants rated their CI teaching self-efficacy highest for cultural awareness (6.13 (1.93)), and lowest for cultural desire (3.90 (2.87)). ConclusionFaculty play a critical role in the development of students; understanding CI teaching self-efficacy can inform faculty development strategies and curriculum improvements. Additional research is needed to identify related evidence-based methods for faculty development strategies utilizing the identified patterns and constructs.