Date

7-2019

Department

School of Education

Degree

Doctor of Education in Educational Leadership (EdD)

Chair

Roger H. Stiles

Keywords

Faculty Efficacy, Business Faculty, Self-efficacy, Online Learning, Adult Learning Theory

Disciplines

Business | Education | Higher Education

Abstract

This study examined the faculty efficacy of online business faculty of adult students. It compared the differences in efficacy of business faculty who are trained in teaching, with some sort of educational degree, and faculty who are only credentialed in their discipline. The study also considered the effects on faculty efficacy that teaching experience plays. The research question asked: Is there a difference between the teacher efficacy scores of online business faculty members who have a teaching degree and those who do not have a teaching degree? The setting for the study was an online business program designed for adult students, and the sample consisted of 140 online business faculty. The study utilized a causal-comparative ex post facto design. Data was collected via an online survey of online business faculty using the Educators’ Sense of Efficacy for Online Teaching Scale. Four ANOVAs were used to compare the sample. The study revealed there was a statistically significant difference between the efficacy of faculty with an education degree and those without. Further recommendations for further research include looking at other groups of faculty and using qualitative research to determine the views of students on the efficacy of each group of faculty.

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