Factors Affecting Self-Efficacy of Teachers in International Private Universities in Thailand

Abstract

The objective of this study was to study factors, namely nationality and faculty, which affected self-efficacy of teachers in international private universities in Thailand. This quantitative research studied in 10 institutions. The population of this study was 3,000. Stratified sampling by faculty was used to select 341 teachers. Analysis included percentage, mean, and two-way ANOVA. The findings indicated that: 1) In general, teachers’ nationality and faculty relatively affected their self-efficacy with a statistical significance of .01. 2) The analysis of all faculties showed that Thai and Western teachers perceived their self-efficacy at the highest level. 3) When analyzing by each faculty, Filipino and Western teachers in Business Administration had the highest self-efficacy. Thai and Western teachers, in the Humanities and Social Sciences, had the highest self-efficacy. Thai and Filipino teachers in Education had the highest self-efficacy. Outside these faculties, Indian teachers had the highest self-efficacy, in general. Overall, results indicate that nationalities and faculty have affected self-efficacy of teachers at a certain level. Due to the limitations of this study it is recommended to study further, so that more evidences will verify this conclusion.