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This study investigated the association between self-efficacy and teaching quality of academic staff in selected public universities in Uganda. Specifically, the study examined how academic staff's personal sense of efficacy, behaviour management, instructional strategies, and motivational strategies efficacy influenced teaching quality in public universities. Employing the positivist research philosophy, the study used a quantitative approach through correlational research design. Randomly selected academic staff members provided data using a self-administered questionnaire. Partial least squares structural equation modelling (PLS-SEM) results indicated that of the four teacher efficacy aspects, only personal sense of efficacy positively and significantly influenced teaching quality. However, the efficacy of behaviour management, instructional strategies, and motivational strategies had a positive but insignificant influence on teaching quality. It was concluded that the personal sense of efficacy of academic staff is essential in enhancing teaching quality. Nonetheless, the efficacy of behaviour management, instructional strategies, and motivational strategies of academic staff has made minimal contributions to teaching quality in universities. Therefore, university leaders should emphasise promoting the personal sense of efficacy of academic staff to enhance teaching quality more than instructional strategies and motivational strategies efficacy.
Tiguryera et al. (Sun,) studied this question.