eng Science and Education Publishing American Journal of Educational Research 2327-6150 2026-09-10 14 9 298 303 10.12691/education-14-9-1 EDUCATION20261491 article Alberto Fouilloux-Morales 1 Ileana Petra-Micu 2 Beatriz Zamora-L¨®pez 2 Brenda Hern¨¢ndez-Vega 2 Joaqu¨ªn Ricardo Guti¨¦rrez-Soriano 2 Mariana Fouilloux-Morales marianafm@facmed.unam.mx 2 Department of Morphology, Faculty of Veterinary Medicine and Animal Science, National Autonomous University of Mexico, University City No. 3000. Copilco University Section, Coyoac¨¢n. Mexico City, 04510 Department of Psychiatry and Mental Health, Faculty of Medicine, National Autonomous University of Mexico, Building F University City No. 3000. Copilco University Section, Coyoac¨¢n. Mexico City, 04510 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 ¡ªselected by their availability¡ª 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 (rs = -0.49, p = 0.015) and effective self-regulation (rp = -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. https://pubs.sciepub.com/education/14/9/1/education-14-9-1.pdf self-efficacy teaching professor veterinary assessment