An Integrated Model of Teacher Self-Efficacy in Higher Education: A Three-Level Institutional Ecological Approach
DOI:
https://doi.org/10.56380/mjer.v31.1.3Keywords:
teacher self-efficacy, higher education, three-level model, KPI system, MongoliaAbstract
This study integrates Bandura's Social Cognitive Theory (SCT), Bronfenbrenner's Ecological Systems Theory (EST), and Ryan and Deci's Self-Determination Theory (SDT) to develop an integrated three-level institutional ecological model of teacher self-efficacy (TSE) in higher education. The model classifies TSE determinants into three levels. The institutional level includes perceived organizational support (POS), academic autonomy, KPI-based evaluation systems, and professional development opportunities. The professional level comprises technological pedagogical content knowledge (TPACK) and professional experience. The individual level includes prior achievement, reflective capacity, and psychological resilience.
TSE is aligned with higher education's tripartite mission: teaching, research, and service. The model's novelty lies in its interaction mechanisms across three levels and the moderating role of reflective capacity identified from prior research.
The proposed model offers a theoretical and methodological foundation for understanding KPI-based reforms in Mongolian higher education and supporting faculty development. Future research should empirically validate the model and develop measurement instruments.
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