Abstract:
Self-efficacy studies examining employee trainers‟ training room
management, instruction and trainee engagement self-efficacies and their
performance is overlooked in the literature. Also, though preparation is touted
as vital in the self-efficacy – performance nexus, it has not been given much
attention especially in relation to employee trainers. This current study,
therefore, examined the mediating role played by trainer preparation in the
effect trainer self-efficacy has on trainer performance in universities in Ghana.
Using a census, data was collected from 154 employee trainers in two
universities namely, the University of Cape Coast and the University of
Education, Winneba. In testing the hypotheses, a partial least square structural
equation modelling based on 10,000 bootstrap samples was employed and the
BCa CI was used to establish the significance of the hypotheses. Additionally,
an importance performance map analysis (IPMA) was conducted. This study
revealed that trainee engagement self-efficacy and instruction self-efficacy
have positive and significant effect on trainer performance and trainer
preparation. Trainer preparation also had a positively significant effect on
trainer performance. Again, it was discovered that trainer preparation played a
complementary partial mediating role in the effect trainee engagement selfefficacy
and instruction self-efficacy had on trainer performance. It is
concluded that generally, trainer self-efficacy has an effect on both trainer
preparation and trainer performance. Similarly, trainer preparation has an
effect on trainer performance and is also a mediator between trainer selfefficacy
and trainer performance.
