Development of University Teaching Assistants’ Self-Efficacy for Working with Diverse Learners

Abstract

Teaching assistants (tutors) play an essential role in the academic success of university students. As student diversity increases, educators must adopt a broader and more integrated range of teaching approaches to effectively meet diverse learners' needs. Teacher self-efficacy (TSE) refers to educators' confidence in their ability to support student success. However, this confidence may be undermined without specialised training, particularly when tutors face the challenge of working with increasingly diverse populations (Larsen & Bradbury, 2024). This study evaluated the impact of a training intervention on tutors’ self-efficacy toward teaching diverse learners. The workshop focused on self-efficacy principles and inclusive teaching strategies. Using a mixed-method study approach, we describe the pre-, during, and post-intervention perceptions of six tutors teaching in large, first-year biology laboratory classes at an Australian university. Tutors reported increased TSE, particularly in classroom management, and an improved ability to engage diverse learners using inclusive strategies. These findings highlight the importance of targeted training to enhance tutors' self-efficacy and improve student learning experiences.