Subjects
self-efficacy, instruction, information literacy
Document Type
Research Article
Abstract
Teaching self-efficacy is a critical factor in instructional success. Little research has been conducted on how academic librarians perceive their own teaching abilities. This study introduces and validates the Librarian Teaching Self-Efficacy Scale, a tool designed to measure self-efficacy beliefs among academic librarians engaged in information literacy instruction. By adapting established self-efficacy scales to the library instruction context, this study examines key factors influencing librarian teaching self-efficacy, including instructional strategies, lesson planning, and collaboration with faculty. Collective self-efficacy, which is perceptions of colleagues’ teaching confidence, is also examined. Statistical analysis indicates a reliable and valid scale which may benefit from further testing. The study highlights implications for librarian professional development, emphasizing the need for continued research on how teaching self-efficacy develops and its potential role in preventing burnout. Ultimately, the Librarian Teaching Self-Efficacy Scale provides a reflective tool for academic librarians to assess and enhance their instructional confidence.
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License.
Recommended Citation
Kirker, M. J., & Lemmons, D. X. (2025). The Librarian Teaching Self-Efficacy Scale. Communications in Information Literacy, 19 (2), 179–199. Retrieved from https://pdxscholar.library.pdx.edu/comminfolit/vol19/iss2/3