TABLE 1.

OLS regression of college teaching self-efficacy on TD program engagement^a

	Course planning (b/se)b	Teaching methods (b/se)	Creating learning environment (b/se)	Assessing student learning (b/se)	Interacting with students (b/se)	Mastering subject knowledge (b/se)
Variable	M1c	M2	M3	M4	M5	M6
TD engagement (10 hours)
	0.032***	0.033***	0.013*	0.021***	0.013*	0.010
	(0.005)	(0.005)	(0.006)	(0.006)	(0.006)	(0.006)
Amount of teaching experience
Semester	0.110***	0.116***	0.113***	0.113***	0.077***	0.056**
	(0.018)	(0.019)	(0.020)	(0.019)	(0.020)	(0.020)
Semester squared	−0.004***	−0.004***	−0.004***	−0.004***	−0.002*	−0.002
	(0.001)	(0.001)	(0.001)	(0.001)	(0.001)	(0.001)
Women (reference: men)	−0.259***	−0.119*	0.008	−0.120*	−0.227***	−0.235***
	(0.052)	(0.053)	(0.056)	(0.054)	(0.057)	(0.057)
Race/ethnicity (reference: underrepresented minority)
White	−0.216*	−0.174	−0.303**	−0.072	−0.215*	−0.171
	(0.098)	(0.100)	(0.105)	(0.103)	(0.107)	(0.107)
Asian	−0.108	−0.075	−0.295*	−0.013	−0.169	−0.273*
	(0.113)	(0.116)	(0.122)	(0.119)	(0.124)	(0.124)
N	1261	1262	1260	1253	1253	1243
Adjusted R2	0.241	0.201	0.105	0.158	0.110	0.095

^aThe unit of amount of teaching experience is one semester, ranging from 0 to 22. Covariates included in the analysis but not reported in this table include citizenship, year doctoral studies began, primary career goal at start of doctoral studies, interest in teaching at start of doctoral studies, institution, principal field of study, interest in becoming a faculty member, required TD, and completed doctorate. Complete results are presented in Supplemental Table 2.

^bb/se = y-standardized regression coefficient/standard error.

^cM1 = Model 1, M2 = Model 2, etc.

* p < 0.05.

** p < 0.01.

*** p < 0.001.