Abstract

Objective: To determine the association of self-efficacy to stress in educators of undergraduate medical colleges.
Methodology: This cross sectional multi-centered mixed method study was undertaken and A 49 item Teachers stress inventory (1) and an 11 item self-efficacy scale (2) were used and included 250 faculty members. Interviews were conducted with qualitative thematic analysis to gain in-depth knowledge of the factors affecting the opinions of study participants.
Results: The self-efficacy scores were inversely related to stress scores. The median self-efficacy and stress scores were higher in new teachers. The stress scores decreased, and self- efficacy scores increased with experience. However, near the end of career a rise in stress and fall in efficacy was seen.
Conclusion: While new teachers faced stress of the challenge, experienced teachers faced occupational stress because of introduction of technology enhanced curriculum delivery. There is need to equip medical teachers through training to deal with their changing occupational requirements.

Key words: Teacher training, self-efficacy, teacher burnout, technology enhanced teaching.