Cultivating Confidence: The Interplay of Self-Efficacy, Digitalization, and Teaching Effectiveness in Business Management

Abstract

This paper will observe the important interdependence with self-efficacy, digitalization, and teaching effectiveness in the context of the changing business management education environment. It sets out to examine the role of digital literacy and psychological beliefs in the process of innovative teaching, as well as its role in preparing students with a career readiness. A mixed-method was employed and comprised of a sample size of 225 (125 students and 100 teachers). The correlation analysis was used to examine how the main constructs are connected in both groups. The findings indicate that the teacher self-efficacy and perceived effectiveness have a strong positive correlation (r = 0.82, p < 0.01). Although students note high levels of academic self-efficacy (mean 4.05), their digital competencies are mediocre (mean 3.50). There is a mutual- reciprocal interdependence between the use of technology and confidence of the teachers. The authors conclude the study and state that digital integration can be successfully achieved through the development of institutional support and teacher confidence to maximize learning outcomes in a digital business world.