Degree Date

6-2026

Document Type

Dissertation - Public Access

Degree Name

Ed.D. Doctor of Education

Academic Discipline

Higher Education Leadership

First Advisor

Dr. Brian Hamluk

Second Advisor

Dr. Diane Dean

Third Advisor

Dr. Stuart Carrier

Abstract

Community college faculty are typically hired based on disciplinary expertise rather than formal preparation in teaching pedagogy. This mixed-methods study examined whether prior pedagogy training was associated with higher levels of teaching self-efficacy among pre-tenured faculty at Illinois community colleges. Guided by Bandura’s theory of self-efficacy, the study compared faculty with prior pedagogy training, including K–12 licensure or graduate coursework, with faculty who had no prior pedagogy training.

Quantitative data were collected using a modified version of the Teachers’ Sense of Self-Efficacy Scale, while qualitative data were gathered through semi-structured interviews. Ten participants were divided equally between the two groups. Quantitative data were analyzed using Mann–Whitney U tests, and qualitative interview data were analyzed through open coding to identify recurring themes. Quantitative findings revealed limited statistically significant differences between groups; however, faculty with prior pedagogy training reported significantly greater perceived ability to adjust lessons to individual student needs and establish classroom management systems. Qualitative findings revealed more distinct differences. Faculty with pedagogy training described greater confidence and preparedness in course design, assessment, instructional methodology, and classroom management, while faculty without prior training more frequently described anxiety, uncertainty, and reliance on trial-and-error approaches.

Overall, the findings suggest that pedagogy training may contribute to instructional confidence and preparedness even when differences are not consistently reflected across quantitative measures. The findings have implications for faculty preparation, institutional professional development, credentialing expectations, and future research examining pedagogy and self-efficacy in community college education.

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