College lecturers’ perceptions of their professional self-efficacy following a personal mentoring development program

This study examined lecturers' perceptions of their professional self-efficacy in digitally integrated teaching following a personal pedagogical mentoring process to improve their digital teaching. The examination focused on two parameters of professional efficacy: task-related efficacy (teaching) and relationship-related efficacy (the relationship between the lecturer and the students). The study used a customized questionnaire based on training program evaluation questionnaires and a self-efficacy questionnaire. Thirty lecturers participating in the program and receiving personal mentoring opted to answer the questionnaires. The study findings indicated a positive contribution of the personal pedagogical mentoring received by the lecturers to their sense of professional self-efficacy. A direct correlation was found between the actions taken by the lecturers to improve digital teaching and the improvement of their interpersonal relationships with the students. In addition, it was found that lecturers in the older age group (56–59) benefited significantly more from the program. This study reinforces the understanding that investing in and improving the lecturers' sense of efficacy in dealing with the task-related aspects of their teaching also impacts their relational domain and that personal mentoring processes for lecturers contribute to these capabilities.