Self-Efficacy among Veterinary Professors in Mexico

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

¹Department of Morphology, Faculty of Veterinary Medicine and Animal Science, National Autonomous University of Mexico, University City No. 3000. Copilco University Section, Coyoacán. Mexico City, 04510

²Department of Psychiatry and Mental Health, Faculty of Medicine, National Autonomous University of Mexico, Building F University City No. 3000. Copilco University Section, Coyoacán. Mexico City, 04510

Cite this paper:
Alberto Fouilloux-Morales, Ileana Petra-Micu, Beatriz Zamora-López, Brenda Hernández-Vega, Joaquín Ricardo Gutiérrez-Soriano and Mariana Fouilloux-Morales. Self-Efficacy among Veterinary Professors in Mexico. American Journal of Educational Research. 2026; 14(9):298-303. doi: 10.12691/education-14-9-1

Abstract

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.

Keywords:
self-efficacy teaching professor veterinary assessment

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