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 5 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.