School of Education


Doctor of Education in Educational Leadership (EdD)


Daniel Baer


Course Success Rate, Distance Education, Online Learning, Professional Development, Self-efficacy, Student Success


The purpose of this quantitative, non-experimental, predictive correlational study was to determine if an online instructor’s perception of their own self-efficacy in student engagement, instructional strategies, classroom management, and use of computers could predict their online course success rate. As distance education continues to grow, administrators seek ways to improve students’ learning experiences and success in online courses. One method of retaining students in programs is providing instructors the needed resources to support students as they progress through a course. The participants for the current study were faculty at a community college in North Carolina who taught an online course in fall of 2020. A sample of 65 instructors were surveyed using an instrument called the Michigan Nurse Educators Sense of Efficacy for Online Teaching Scale (MNESEOTS). Collected data were analyzed using multiple linear regression, which found no significant predictive relationships between instructor self-efficacy and any of the four measured areas of student success. While this contradicts some of the literature, recommendations for future research include additional studies with increased sample sizes at more institutions and expanded surveys targeting online and seated faculty to determine if a difference between the variables exists for each of those populations. Moreover, additional research should include comparisons of the variables against course success rates.