AIM: This study aimed to investigate the relationship among clinical nursing teachers’ perceived stress, job stress, and teaching self-efficacy and to identify important predictors of clinical nursing teachers’ teaching self-efficacy.
METHOD: A cross-sectional study was designed. Data were collected from May 2019 to January 2020, and 205 clinical nursing teachers were recruited from the Department of Nursing in Taiwan. Data were collected for the Perceived Stress Scale, Job Content Questionnaire, and Clinical Nursing Teacher Self-Efficacy Scale. Descriptive statistics, independent t-test, Pearson’s correlation, and multiple/stepwise linear regressions were used for analysis.
RESULTS: Perceived stress and work stress are related to clinical nursing teachers’ teaching self-efficacy. Multiple regression analysis showed that perceived stress and three dimensions of job stress (workload, job control, and work-related social support) were identified as significant predictors of teaching self-efficacy, explaining 16.6% of the total variance. Workload was the strongest predictor of teaching self-efficacy, explaining 5.5% of the variance, while perceived stress, job control, and work-related social support accounted for 2.7%, 4.1%, and 1.7% of the variance, respectively.
CONCLUSION: Perceived stress and job stress were identified as predictors of teaching self-efficacy of clinical nursing teachers. Managers can formulate self-efficacy improvement and decompression plans for clinical nursing teachers to improve teaching self-efficacy.
Cite this article as: Wu, P., & Ho, H. (2023). Predictors of teaching self-efficacy in clinical nursing teachers: A cross-sectional study. Florence Nightingale Journal of Nursing, 31(1), 33-41.