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

Abstract

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