School of Education


Doctor of Education in Educational Leadership (EdD)


Gary Kuhne


Instructor Self-efficacy


Education | Educational Leadership


Research has highlighted teacher self-efficacy as an influential variable in many educational studies. Teacher self-efficacy not only impacts and influences educational outcomes such as teachers’ persistence, enthusiasm, commitment, and instructional behavior, but also affects student outcomes such as motivation, student achievement, and the students’ own sense of self-efficacy. The current study utilized a causal-comparative research design and one-way between-subjects analysis of variance (ANOVA) to compare the self-efficacy of instructors across the five departments of the United States Army Sergeants Major Academy’s (USASMA) Sergeants Major Resident Course. This study also used an independent samples t test to observe differences between sample means of the self-efficacy outcome variable across civilian and military instructors and instructors with education-degrees and those without. The overall self-efficacy of the instructors was measured across the sub-scales of student engagement, instructional strategies, and classroom management. The specific sample for this study comprised 100 instructors from the Sergeants Major Residence Course, located in El Paso, Texas. The 12-question short form of the Ohio State Teacher Efficacy Scale (OSTES), an instrument developed by Tschannen-Moran and Hoy to measure the construct of teacher self-efficacy, was the tool utilized to collect data. The results from this study did not reveal a significant difference in instructors’ self-efficacy by their departments or education type; however, there was a significant difference in instructors’ self-efficacy based on whether they were civilian or military instructors. Future studies should examine student achievement based on their instructors’ level of self-efficacy to determine the extent to which self-efficacy influences academic success.