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Exploring the Relationship between Autonomy, Self-Efficacy, and Pedagogical Discontentment of STEM Graduate Teaching Assistants

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Title: Exploring the Relationship between Autonomy, Self-Efficacy, and Pedagogical Discontentment of STEM Graduate Teaching Assistants
Language: English
Authors: Alyssa S. Freeman (ORCID 0000-0001-7007-1080), Beari Jangir, Chelsea Rolle, Kadence Riggs, Marco Said, Grant E. Gardner (ORCID 0000-0001-6068-7295)
Source: Journal of Microbiology & Biology Education. 2025 26(3).
Availability: American Society for Microbiology. 1752 N Street NW, Washington, DC 20036. Tel: 202-737-3600; e-mail: journals@asmusa.org; Web site: https://journals.asm.org/journal/jmbe
Peer Reviewed: Y
Page Count: 11
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Self Efficacy, Graduate Students, Teaching Assistants, Student Attitudes, Professional Autonomy, STEM Education, Professional Development
ISSN: 1935-7877
1935-7885
Abstract: Many universities in the United States rely heavily on graduate teaching assistants (GTAs), especially for instruction in introductory courses and laboratory sections in science, technology, engineering, and mathematics (STEM) courses. Yet, little is known about how to support these unique instructors' teaching professional development (TPD). Prior research in K-12 contexts has proposed that when instructors with high self-efficacy experience pedagogical discontentment, this may motivate them to change their instructional practices or engagement in TPD programs. In contrast, instructors with low self-efficacy may engage in avoidance behaviors related to instructional change even when experiencing pedagogical discontentment. This research explored the role autonomy (control over what and how an instructor teaches) has on the interactions of self-efficacy, pedagogical discontentment, instructional change, and engagement in TPD. We hypothesized that GTAs with pedagogical discontentment and high self-efficacy might be motivated to engage in TPD programs and consider alternative instructional methods. We administered a cross-sectional survey to a sample of GTAs in biology, geology, chemistry, and mathematics (n = 58). We used the survey results to identify interview participants with high (n = 1), moderate (n = 2), and low (n = 3) perceptions of instructional autonomy. We found evidence of a quantitative correlation between pedagogical discontentment and self-efficacy. The qualitative data revealed that GTAs' perceptions of autonomy could influence their pedagogical discontentment. These findings provide evidence of the importance of supporting STEM GTAs' perceptions of autonomy, as it could influence their motivation to change their teaching practices and engage in teaching professional development opportunities.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1504533
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Exploring the Relationship between Autonomy, Self-Efficacy, and Pedagogical Discontentment of STEM Graduate Teaching Assistants
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  Data: <searchLink fieldCode="AR" term="%22Alyssa+S%2E+Freeman%22">Alyssa S. Freeman</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-7007-1080">0000-0001-7007-1080</externalLink>)<br /><searchLink fieldCode="AR" term="%22Beari+Jangir%22">Beari Jangir</searchLink><br /><searchLink fieldCode="AR" term="%22Chelsea+Rolle%22">Chelsea Rolle</searchLink><br /><searchLink fieldCode="AR" term="%22Kadence+Riggs%22">Kadence Riggs</searchLink><br /><searchLink fieldCode="AR" term="%22Marco+Said%22">Marco Said</searchLink><br /><searchLink fieldCode="AR" term="%22Grant+E%2E+Gardner%22">Grant E. Gardner</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-6068-7295">0000-0001-6068-7295</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Microbiology+%26+Biology+Education%22"><i>Journal of Microbiology & Biology Education</i></searchLink>. 2025 26(3).
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  Data: American Society for Microbiology. 1752 N Street NW, Washington, DC 20036. Tel: 202-737-3600; e-mail: journals@asmusa.org; Web site: https://journals.asm.org/journal/jmbe
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  Data: 11
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  Data: Many universities in the United States rely heavily on graduate teaching assistants (GTAs), especially for instruction in introductory courses and laboratory sections in science, technology, engineering, and mathematics (STEM) courses. Yet, little is known about how to support these unique instructors' teaching professional development (TPD). Prior research in K-12 contexts has proposed that when instructors with high self-efficacy experience pedagogical discontentment, this may motivate them to change their instructional practices or engagement in TPD programs. In contrast, instructors with low self-efficacy may engage in avoidance behaviors related to instructional change even when experiencing pedagogical discontentment. This research explored the role autonomy (control over what and how an instructor teaches) has on the interactions of self-efficacy, pedagogical discontentment, instructional change, and engagement in TPD. We hypothesized that GTAs with pedagogical discontentment and high self-efficacy might be motivated to engage in TPD programs and consider alternative instructional methods. We administered a cross-sectional survey to a sample of GTAs in biology, geology, chemistry, and mathematics (n = 58). We used the survey results to identify interview participants with high (n = 1), moderate (n = 2), and low (n = 3) perceptions of instructional autonomy. We found evidence of a quantitative correlation between pedagogical discontentment and self-efficacy. The qualitative data revealed that GTAs' perceptions of autonomy could influence their pedagogical discontentment. These findings provide evidence of the importance of supporting STEM GTAs' perceptions of autonomy, as it could influence their motivation to change their teaching practices and engage in teaching professional development opportunities.
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      – Text: English
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      – SubjectFull: Self Efficacy
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      – SubjectFull: Graduate Students
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      – SubjectFull: Teaching Assistants
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      – SubjectFull: Student Attitudes
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      – SubjectFull: Professional Autonomy
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      – SubjectFull: STEM Education
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      – SubjectFull: Professional Development
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