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Using an instrumental case study approach, we explored faculty perceptions on their role in developing student academic self-efficacy. Interviews were conducted with faculty who taught developmental education courses at a community college in southeast Texas. When asked what they see their roles to be in building self-efficacy in their students, the selected faculty responses revealed themes that included building confidence and motivation in their students, they should help their students to reframe failures as challenges, and that they should foster relationships with their students to build trust and open dialogue, and to help students to recognize their own potential. They also felt strongly that their job was to teach student success skills. When asked about the tools and techniques they use to develop student self-efficacy, the themes that emerged included utilizing academic support resources, providing non-academic assistance for issues unrelated to the subject area that still presented barriers to education, and the need to empower students. Additionally, study participants emphasized the importance of helping students with pre-planning and reflection skills. Implications for practice are discussed, and recommendations for future research are made according to the findings.
Keywords: Self-efficacy, Academic self-efficacy, Teacher self-efficacy, Instructor views on student self-efficacy, Academic success, Academic achievement
How to Cite: Holloway, R. F. & Martirosyan, N. (2026) “Understanding Teacher Perceptions of Their Role in the Development of Student Academic Self-Efficacy”, Journal of the National Organization for Student Success. 3(1). doi: https://doi.org/10.61617/jnoss.100
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