Effects of Training and Supervision on the Self-Efficacy of Psychology Graduate Teaching Assistants

Abstract

We surveyed psychology graduate teaching assistants (GTAs) to obtain information about their training and supervision and examined their sense of self-efficacy toward teaching as a function of these experiences. Results indicated that formal training has a positive, statistically significant effect on GTAs' sense of self-efficacy toward teaching. However, departments of psychology appear to offer GTAs formal training and supervision in an inconsistent manner.