Influence of Organizational Climate and Personal Factors on the Teaching Self-Efficacy of Nursing Educators Teaching in Higher Education Institutions in Pakistan

Abstract

Introduction: This study examined the influence of organizational climate and nursing educators’ personal factors on their teaching self-efficacy in higher education institutions in Pakistan and determined the personal and organizational level predictors of their teaching efficacy.

Design: A cross-sectional analytical design was employed.

Methods: The study was conducted in medical universities of Pakistan considering nursing educators as the study population. Two hundred and twenty nursing educators were considered as a sample. A purposive sampling technique was employed. The data was collected by using the Teachers’ Sense of Efficacy Scale and the Organizational Climate Description Questionnaire. The Analysis of Variance was conducted to assess differences among teaching-efficacy dimensions about age and teaching experience. The significance of differences between pairs of age and teaching experience group means was calculated through the Post hoc Tukey test.  An Independent t-test was run to determine the difference in teaching efficacy dimensions about qualifications level. The correlation between organizational climate and teaching efficacy was estimated by correlation coefficient. A multiple regression was conducted to envisage nursing educators’ personal and organization-level predictors of teaching efficacy.

Results: This study has provided evidence that nursing educators senior in age with longer years of teaching experience were more competent at facilitating classroom teaching. Moreover, the study also found that organizational climate impacts nursing educators' teaching efficacy. From personal level predictor, teaching experience and from organizational level predictor consideration has been found strong predictor of their teaching efficacy.

Conclusion: Teaching experience, age and supportive organizational climate significantly impact classroom teaching efficacy.