Support from Teaching Staff and Self-efficacy as Determinants of Students' Perceived Employability: a Longitudinal study

Abstract

Perceived employability acquires, for university students, growing importanceto deal with occupational uncertainty. This study examines how teaching inuniversity influences perceived employability in a sample of Italian final-yearuniversity students. We draw on Conservation on Resources Theory andCareer self-management model to hypothesise a positive impact of supportfrom teaching staff on students' perceived employability. We also contend thatstudents' self-efficacy mediates the relationship between support from teachingstaff and perceived employability. One hundred fifty-one university studentscompleted a survey three times over 10 months. The results confirm thatsupport from teaching staff enhances students' perceived employabilitydirectly and indirectly by shaping students' self-efficacy. Our findings confirmthe role of university teachers and their didactical practice to equip theirstudents with career resources.