BACKGROUND

Deficit-based teaching practices are deeply ingrained in higher education. For example, professors may use subtractive grading, set low expectations, make judgments or stereotypes of students based on their backgrounds, or ignore their backgrounds altogether. To address the significant issues associated with the deficit-based teaching approach and to promote engagement, confidence, and academic success, educators can transition to a strengths-based teaching approach, which identifies and nurtures students’ unique abilities, talents, and potential.

WHY WE PURSUED THIS STUDY

As professors in higher education, we continually encounter students who have low self-efficacy, which is the belief in their ability to accomplish specific tasks or goals. This may be due to a lack of support, poor role models, negative feedback, or a feeling of perfectionism. Yet, self-efficacy is particularly important for students as it impacts their behavior, motivation, and overall performance in school.

As such, we wondered if, as teachers, we could positively influence our students’ confidence and belief in themselves. So, we pursued our study on The Relationships Between Strengths-Based Teaching Practices and Students' General, Strengths, and Academic Self-Efficacy, hoping that the results would help us to quantify the impact teachers have on their students’ self-efficacy. Furthermore, through publication, we also aimed to share the results with other educators who would be open to changing their teaching practices to a strengths-based approach.

RESEARCH PROCESS

Once we received approval to conduct the study, we recruited college students to participate. The sample included a diverse group of 268 participants from a community college in the Northwest United States, a university in the Southwest United States, and a university in the Midwestern United States. The participants represented students at different stages in their academic journey from a variety of academic disciplines.

Our quantitative research was conducted using a comprehensive set of four instruments to gather data. One tool assessed students' perceptions of their teachers' implementation of strengths-based teaching practices. The remaining three tools measured college students' overall self-efficacy, strengths self-efficacy, and academic self-efficacy. This rigorous approach allowed us to obtain a holistic understanding of the impact of strengths-based teaching on students' self-efficacy.

COLLABORATIVE EFFORT

This research project was an example of true collaboration between like-minded education professionals, and each contributor shared their gifts with the group. For instance, the main author has extensive experience supporting students' strengths in and out of the classroom and proposed and implemented the research project. Additionally, the second author of the research team has a strong psychology background, and they were able to analyze the data and interpret the findings. Lastly, our research team benefitted from the expert writing skills of our third author. By working together and utilizing the strengths of each group member, our research project went better than we could have imagined.

WIDER CONTEXT OF OUR FINDINGS

The results of this study indicated a positive perception of teachers’ strengths-based teaching, suggesting that this approach could be effective in various educational settings and for students with different backgrounds and academic goals. Rather than concentrating solely on students' weaknesses, according to our participants, these educators acknowledged and fostered their students' talents, interests, and positive qualities. As such, there are practical implications to these findings, such as the potential for implementing strengths-based teaching strategies to enhance student engagement, motivation, and academic achievement across diverse classroom environments. Furthermore, this approach not only empowers students to recognize and leverage their unique abilities but also cultivates a supportive and inclusive learning environment conducive to holistic development.

Additionally, statistically significant, moderately positive correlations were found between strengths-based teaching practices and college students' overall, strengths, and academic self-efficacy. In other words, when teachers utilize strengths-based teaching, there is a potential that they could have a positive impact on students’ belief in their capabilities in school and other contexts. For instance, a professor interested in transitioning to a strengths-based approach could provide feedback that focuses on students’ strengths rather than their weaknesses, ultimately influencing their students’ confidence in their capacity to succeed across various domains of life. Also, when challenges occur, this student might also be able to demonstrate resilience and adapt to change so they can strive toward their goals.

PRACTICAL STRATEGIES

Implementing strengths-based teaching in and out of the classroom requires intention, but this study's results indicate that it is worth the effort.

Here are some practical strategies for implementing strengths-based practices in and out of the classroom:

1. Identify and acknowledge students’ strengths through interactions in the classroom.

“I notice you are demonstrating leadership in this collaborative project. This skill is valuable as you will likely work with others in your future career, so you are already gaining valuable experience!”

2. Integrate strengths assessments into the curriculum and use the results to individualize learning.

“I noticed that your VIA Character Strengths assessment indicated that you are a courageous person. There is a speech competition coming up; I wonder if you might like to apply.”

3. Provide class activities that emphasize students’ strengths and show them how those strengths will be beneficial.

“During your mock teaching demonstration, you showed a lot of poise under pressure. This is a valuable skill as we often need to perform in stressful situations.”

4. Incorporate students’ strengths into feedback.

“I was really impressed with your creative approach to this assignment. This can be a valuable trait for coming up with unique solutions to problems that arise.”

CONCLUSION

Regardless of your title — professor, educator, teacher, instructor, lecturer, tutor, mentor, or coach — you and your students can all reap the rewards of transitioning from a deficit-based approach to a strengths-based approach. Drawing from our collaborative discussions, teaching experience, and the outcomes of our study, we strongly advocate for educators in all sectors to contemplate adopting strengths-based teaching. We are confident that you will witness increased student engagement, enhanced academic performance, and a boost in your students' self-efficacy and confidence.