An Outcome Evaluation of the Faculty Instructional Development Program
Its Impact on Teacher Self-Efficacy and Teaching Approaches
Bibliographic Data
| ID | 22006445 |
|---|---|
| Authors | Gangseok Hur (0000-0003-1909-1187, University of Florida, corresponding author), T Grady Roberts (0000-0001-7618-7850, University of Florida), David C Diehl (0000-0001-5764-1288, University of Florida), J C Bunch (0000-0001-8729-2349, University of Florida), John Díaz (0000-0002-8447-307X, University of Florida), John M Diaz (0000-0002-2787-8759, University of Florida) |
| Year | 2025 |
| Volume | 15 |
| Issue | 4 |
| Publication date | 2025-10-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | SAGE Open (JOURNAL) |
| Journal identifiers | ISSN: 2158-2440 • E-ISSN: 2158-2440 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/21582440251385764 |
| OpenAlex | W4416101487 |
| Language | EN |
| References cited | 25 |
Faculty instructional development programs aim to enhance faculty members’ instructional quality and promote student learning. Despite their promise, these programs do not always yield improved outcomes, making their evaluation crucial to understanding the effectiveness and influencing factors. Although many studies have investigated the effectiveness of faculty instructional development programs by measuring program participants’ changes in teacher self-efficacy and teaching approaches, little research has investigated how and why instructional development programs affect these critical program outcomes. This study examined the outcomes of a faculty instructional development program for early-career faculty, offered by the college teaching resource center at a U.S. public university. Using a mixed-methods evaluation design, the study aimed to comprehensively understand the program’s effects on participants’ teacher self-efficacy and teaching approaches. The quantitative survey results revealed a statistically significant increase in teacher self-efficacy and teaching approaches among participants after the program. The qualitative interview data further supported these findings, revealing key themes that contribute to the program’s effectiveness: providing opportunities to learn various teaching aspects, building a supportive learning community through active strategies, giving feedback and opportunities to reflect on teaching, offering college-level collaborative support for teaching, and addressing confounding factors of program effects. These findings illuminate critical features of effective instructional development programs. We propose recommendations to better support faculty needs and offer suggestions for evaluating faculty instructional development programs
Faculty Development · Instructional design · Program evaluation · Qualitative property · Teaching method · Communication in Education and Healthcare · Evaluation of Teaching Practices · Teacher Education and Leadership Studies
Reconceptualizing the Sources of Teaching Self-Efficacy
Handling Nonresponse In Social Research
Development and Use of the Approaches to Teaching Inventory
The Impact Of Training Of University Teachers on their Teaching Skills, their Approach to Teaching and the Approach to Learning of their Students
Social cognitive theory of self-regulation
Effective Teacher Professional Development
Faculty development programs (FDP) in developing professional efficacy
How a professional development programme for university teachers impacts their teaching-related self-efficacy, self-concept, and subjective knowledge
The effects of a teaching development institute for early career researchers on their intended teaching strategies, course design, beliefs about instructors’ and students’ knowledge, and instructional self-efficacy
Internet, Phone, Mail, and Mixed‐Mode Surveys
Guidelines for Establishing Reliability When Coding Narrative Data
The effect of pedagogical training on teaching in higher education
Naturalistic inquiry
Teacher efficacy
| Citation velocity | historical |
|---|---|
| Highly cited | No |