An investigation of the self-efficacy of male and female academics

Abstract

Self-efficacy theory provides possible explanations as to why female academics are concentrated in the lower ranks of academia. It was hypothesized that female academics would have weaker self-efficacy beliefs in relation to research and administrative tasks. The Academic Self-Efficacy Scale (AS-ES) was developed to assess strength of self-efficacy and frequency of performing academic tasks. A national sample of Australian academics was surveyed, and 337 questionnaires were returned. Factor analysis of the AS-ES generated four factors: Research, Teaching, Administration, and Miscellaneous Academic Tasks. Significant differences in self-efficacy and task frequency due to rank and sex on each factor and across factors are discussed. Implications for academic women are highlighted.