Engagement and perceived self-efficacy of teachers of Dentistry courses in Chile

Abstract

INTRODUCTION:Engagement and teaching self-efficacy, both crucial variables for university-level instructional planning and, consequently, for student learning, have been scarcely addressed in studies conducted in health sciences programs, particularly in dentistry, in Chile.

OBJECTIVES:The aim of this study is to identify the levels of engagement and perceived self-efficacy among faculty members in dentistry programs in Chile, according to gender, teaching training, and professional experience.

METHODOLOGY:A quantitative, cross-sectional descriptive study was conducted. The non-probabilistic sample, selected by convenience, included 285 dentistry faculty members from Chilean universities who agreed to participate. The instruments used were: a validated sociodemographic questionnaire, the Utrecht Work Engagement Scale (UWES-17), and the ESCADU scale for teaching self-efficacy. Statistical analysis included non-parametric Mann-Whitney and Kruskal-Wallis tests, based on normality assessed through the Kolmogorov-Smirnov test.

RESULTS:The results revealed moderate levels of engagement, with the dimensions of “dedication” and “vigor” obtaining the highest scores. Regarding self-efficacy, statistically significant differences were found in (a) “academic management” according to years of teaching experience, and in (b) “academic management” and “social responsibility” according to level of training, with higher scores among faculty with postgraduate education.

CONCLUSIONS:These findings underscore the importance of strengthening continuous teacher training programs for the development of pedagogical competencies among clinical tutors—particularly in the dimensions of engagement and self-efficacy—which are essential to ensuring a positive impact on student learning outcomes.