Do Feedback Environment and Coaching Communication Determine Self-Efficacy of Teaching? A Case of Malaysian Polytechnic Lecturers
Do Feedback Environment and Coaching Communication Determine Self-Efficacy of Teaching? A Case of Malaysian Polytechnic Lecturers

Summary/Abstract: This quantitative descriptive study aimed to identify the influence of coaching communication on the relationship between feedback environment and self-efficacy of teaching. In particular, the objective of this study was to identify whether the coaching communication would be able to become a mediator in the relationship between feedback environment and self-efficacy of teaching. A total of 411 lecturers randomly selected from the five three polytechnics which successfully obtained an overall excellent performance including academic standards and quality management through the recognition of the polytechnic ratings. Data for this survey were collected through a questionnaire which was adapted from literature review (Steelman et al., 2004; Heslin et al., 2006; Tschannen-Moran and Hoy, 2001). The results of multiple regression analysis showed that feedback environment and coaching communication had positive and significant influence on self-efficacy of teaching. In addition, feedback environment also had an impact on all dimensions of coaching communication. Meanwhile coaching communication acts as a full mediator on the relationship between feedback environment and self-efficacy of teaching. In term of the implications, this study showed the role of the middle manager is extremely important in creating the feedback environment in the workplace in order to improve coaching communication performance.

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