Teamwork Self-Efficacy Development Through Workshops: Effects on Students’ Confidence, Leadership, and Resilience

Abstract

The increasing complexity of academic and professional contexts has intensified the need for higher education students to develop socio-emotional and interpersonal capabilities that support effective collaboration. Teamwork self-efficacy, grounded in Bandura’s Social Cognitive Theory, reflects students beliefs about their capacity to communicate, lead, and adapt under team-based demands, while Kolb’s Experiential Learning Theory suggests these competencies are strengthened through active participation, reflection, and feedback. This study investigated whether participation in teamwork-focused workshops contributes to B.Ed students teamwork self-efficacy by examining the interconnected development of confidence in communication, leadership abilities, and resilience in managing team challenges. Using a quantitative, cross-sectional correlational design, data were collected from 38 B.Ed students in a teacher education institution who voluntarily attended the workshops (63.2% female; mean age 20.8 years, SD = 1.4; 47.4% third-year undergraduates). A 15-item teamwork self-efficacy instrument assessed Confidence (6 items), Leadership (5 items), and Resilience (4 items), capturing communication self-belief, coordination and motivational behaviors, and adaptability including conflict management and emotional regulation. Correlational analyses revealed strong, statistically significant positive associations among all constructs: Confidence–Leadership (r = .71, p < .001), Confidence–Resilience (r = .81, p < .001), and Leadership–Resilience (r = .77, p < .001). These findings indicate that workshops are associated with integrated growth across key dimensions of teamwork self-efficacy, with improvements in one domain closely aligned with gains in others, consistent with distributed leadership perspectives and resilience frameworks. Although generalizability is limited by the small convenience sample, single-institution context, cross-sectional design, and reliance on self-report, the results support embedding structured workshops to foster mutually reinforcing communication confidence, leadership, and resilience, while highlighting the need for longitudinal, experimental, and mixed-methods research to clarify mechanisms and causal effects, Teamwork self-efficacy