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Educator’s Self Efficacy and Collective Educators’ Self Efficacy among University Academic Staff: An Ethical Issue

OI Akinbobola, AA Adeleke

Abstract


One of the ethics of psychology profession is to cooperate with other professionals in order to serve their clients effectively and efficiently. The present study therefore explored the influence of educator‘s self-efficacy on collective educators‘ self-efficacy among university academic staff. A total of 99 participants consisting of 50 (50.5%) male and 49 (49.5%) female, made up of both professional librarians and teaching staff were randomly selected from all colleges of a University. The study used cross- sectional research design which specifically adopted ex-post facto design. Standardised psychological instruments were used for collection of data. The multiple regression analysis, t-test of independent samples and Pearson correlation were used to analyse the data. Age, sex and educator‘s self efficacy jointly explained 22% variance in collective educators‘ self efficacy. Only educator self efficacy independently predicted collective educators‘ self efficacy (β = .59; P < .05). There was no significant difference between teaching staff and professional librarians on collective educators‘ self efficacy but significant difference existed between male and female academic staff on collective educators‘ self efficacy. The implication of the result in terms of collaborative work among academic staff was discussed in line with ethical principles and code of conduct of psychologists.



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