Faculty and Teacher Efficacy
to be considered for publication in Academic Exchange Quarterly print edition:
Spring,   Summer,   Fall,   or   Winter
See Submission & Publication Timeline.   ( early, regular, short )
Note, early submission includes consideration for co-publication in AEQ Open-Access- outlets (see bottom of this page).
Please observe Six simple submission steps
Steve Pec   Editor of Academic Exchange Quarterly
Faculty and Teacher efficacy endeavors to explore the reasons that the two groups are successful or fail to develop into confident and thriving educators who not only are successful in the attainment of their own goals but are also highly successful at providing the structures and support to make their students attain their goals in the classroom and through college and university campuses world-wide.
The following elements are what make up the core of what faculty and teachers need to focus upon in order to become personally, professionally and cooperatively successful in any college, university or school district: ongoing improvement of classroom instruction, continued reflections upon teaching and learner from the self-assessment to team assessment process, stimulating student learning through development of engaging instructional designs, ongoing improvements to motivation development for learning and application of learning, and creating opportunities for supplemented growth of all facets of teaching and learning which will support colleagues and students alike. The properties that make faculty and teachers efficacious are every changing and are different from one faculty member or teacher to another. Therefore, it is essential that a core group of characteristics and qualities of efficacious behaviors be defined and continually reviewed in order to support the growth of teaching and learning from within the ranks of faculty and teachers. To do so, this issue will examine both the theoretical constructs and the varied approaches used to create a healthy sense of what efficacy should look like in successful faculty members’ and teachers’ understanding of their successful application of teaching and learning theories and how their success in this yields their own development of self-confidence, as well as why this quality and understanding is so important to the future success of faculty members and teachers.
In this issue, examples of research in both quantitative and qualitative methodology with both pre-service and in-service faculty members and teachers will be presented. Finally, specific focus on research and studies that analyze the types and levels of integration of modern technology in the teaching of all content areas and types of classes (traditional on-campus, hybrid – traditional on-campus with required online components, and on-line teaching and learning of both students and faculty members and teachers) will be most welcome.
Who May Submit:
Faculty, administrators, librarians and graduate students.   Please identify your submission with keyword: EFFICACY-2