@article{education20261491,
author={{Fouilloux-Morales, Alberto and Petra-Micu, Ileana and Zamora-L¨®pez, Beatriz and Hern¨¢ndez-Vega, Brenda and Guti¨¦rrez-Soriano, Joaqu¨ªn Ricardo and Fouilloux-Morales, Mariana},
title={Self-Efficacy among Veterinary Professors in Mexico},
journal={American Journal of Educational Research},
volume={14},
number={9},
pages={298--303},
year={2026},
url={https://pubs.sciepub.com/education/14/9/1},
issn={2327-6150},
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 <i>Didactic Planning</i>, <i>Effective Self-Regulation</i>, and <i>Monitoring, Evaluation, and Educational Improvement</i>, 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:  <i>Didactic Planning</i> (<i>? </i>= 22.5, ¡À 1.9), <i>Effective Self-Regulation</i> (<i>? </i>= 21.3, ¡À 2.6), and <i>Monitoring, Evaluation, and Educational Improvement</i> (<i>? </i>= 22.0, ¡À 1.9). Years of teaching experience were negatively correlated with perceived teaching self-efficacy in lesson planning (r<SUB>s</SUB> = -0.49, <i>p</i> = 0.015) and effective self-regulation (r<SUB>p</SUB> = -0.44, <i>p</i> = 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.},
doi={10.12691/education-14-9-1}
publisher={Science and Education Publishing}
}