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An Outcome Evaluation of the Faculty Instructional Development Program: Its Impact on Teacher Self-Efficacy and Teaching Approaches

Gangseok Hur,T. G. Roberts,David Diehl,James ‘‘J.C,.’’ Bunch,J. Díaz

Published 2025 in SAGE Open

ABSTRACT

Faculty instructional development programs aim to enhance faculty members’ instructional quality and promote student learning. Despite their promise, these programs do not always yield improved outcomes, making their evaluation crucial to understanding the effectiveness and influencing factors. Although many studies have investigated the effectiveness of faculty instructional development programs by measuring program participants’ changes in teacher self-efficacy and teaching approaches, little research has investigated how and why instructional development programs affect these critical program outcomes. This study examined the outcomes of a faculty instructional development program for early-career faculty, offered by the college teaching resource center at a U.S. public university. Using a mixed-methods evaluation design, the study aimed to comprehensively understand the program’s effects on participants’ teacher self-efficacy and teaching approaches. The quantitative survey results revealed a statistically significant increase in teacher self-efficacy and teaching approaches among participants after the program. The qualitative interview data further supported these findings, revealing key themes that contribute to the program’s effectiveness: providing opportunities to learn various teaching aspects, building a supportive learning community through active strategies, giving feedback and opportunities to reflect on teaching, offering college-level collaborative support for teaching, and addressing confounding factors of program effects. These findings illuminate critical features of effective instructional development programs. We propose recommendations to better support faculty needs and offer suggestions for evaluating faculty instructional development programs. Plain Language Summary Impact of a Faculty Development Program on Teaching Confidence and Practices Faculty instructional development programs are designed to help university faculty members improve their teaching skills and support better learning outcomes for students. However, these programs do not always achieve their goals, which is why evaluating them is important. Understanding what makes these programs successful can help institutions improve how they support faculty. This study evaluated the impact of a faculty development program at a U.S. public university on participants’ confidence in their teaching and their teaching methods. The study used a combination of surveys and interviews to explore the program’s effects. Survey results showed that participants felt more confident in their teaching and improved their teaching methods after completing the program. Interviews provided additional insights into why the program worked well. Participants highlighted several factors that contributed to their growth, including opportunities to learn about different teaching strategies, being part of a supportive learning community, receiving feedback and reflecting on their teaching, and getting support from their colleagues and the institution. These findings show what makes faculty development programs successful and offer suggestions for strengthening them. Recommendations include addressing challenges that might affect the program’s outcomes and improving support for faculty participants. This study provides useful information for designing and evaluating similar programs at other institutions.

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