Research self-efficacy and research productivity: evidence from academics in Tanzanian public higher education institutions

Abstract

Purpose

This study aims to examine the influence of research self-efficacy (RSE) on academics' research productivity (RPR) in public higher education institutions in Tanzania.

Design/methodology/approach

A cross-sectional design was utilized to collect and analyze data from 247 academics in four public higher education institutions in Tanzania.

Findings

The findings show that RSE has a positive and significant influence on academics' RPR in higher education (ß = 0.657 and p < 0.001).

Practical implications

Higher education institutions should focus on creating a favorable work environment that fosters academics' RSE so as to enhance more productivity in terms of research.

Originality/value

The results of this study expand the aspects in which social cognitive theory can be applied in Tanzania's higher education institutions. On the other hand, by conducting empirical-based research on the influence of RSE on RPR in developing nations like Tanzania, the findings contribute to the literature on RSE and RPR.

Citation

Ndiango, S., Kumburu, N.P. and Jaffu, R. (2024), "Research self-efficacy and research productivity: evidence from academics in Tanzanian public higher education institutions", Journal of Applied Research in Higher Education, Vol. 16 No. 2, pp. 510-522. https://doi.org/10.1108/JARHE-09-2022-0308