Alberto Fouilloux-Morales¹, Ileana Petra-Micu², Beatriz Zamora-López², Brenda Hernández-Vega², Joaquín Ricardo Gutiérrez-Soriano², Mariana Fouilloux-Morales^2,

This cross-sectional study aimed to examine how veterinary faculty members perceive their self-efficacy in teaching their subject and to explore related variables, including sex, age, teaching seniority, and educational attainment. The Teacher Self-Efficacy Scale, encompassing Didactic Planning, Effective Self-Regulation, and Monitoring, Evaluation, and Educational Improvement, was utilized. Twenty-four veterinary professors —selected by their availability— completed the online instrument. Analyses included: 1) descriptive statistics of sociodemographic variables and perceptions of teaching effectiveness, 2) correlations between reported teaching efficacy and both age and teaching experience, and 3) comparisons of teaching self-efficacy by sex and educational level. Results indicated that professors generally perceived themselves as highly capable in teaching: Didactic Planning ( = 22.5, ± 1.9), Effective Self-Regulation ( = 21.3, ± 2.6), and Monitoring, Evaluation, and Educational Improvement ( = 22.0, ± 1.9). Years of teaching experience were negatively correlated with perceived teaching self-efficacy in lesson planning (r_s = -0.49, p = 0.015) and effective self-regulation (r_p = -0.44, p = 0.029). While women and those with a master’s degree reported higher perceptions of teaching efficacy, these differences were not statistically significant. These findings offer insight into veterinary faculty members’ self-perceptions of teaching ability and highlight the need for further research into why greater teaching experience may be associated with lower perceived efficacy.

self-efficacy, teaching, professor, veterinary, assessment