Professional Identity, Self-Efficacy, And Effectiveness Among Chinese University Faculty

Findings revealed that majority of the respondents are relatively new in the teaching career. They agreed on their self-identity with affirmation as the highest and reconsideration of commitment as the lowest, agreed on self-efficacy with school climate as the most and involvement as the least, and agreed on the effectiveness of the faculty members on teaching- related behavior as the highest and personality as the lowest. As to effectiveness, relational expertise is noted to be related with all the profile variables. Thereis positive association between professional identity,  self-efficacy, and effectiveness suggesting that they impact one another. Hence, it proposed an action plan to enhance the development and effectiveness of the