Faculty Self-Efficacy Regarding a Potential Active Shooter Event: A Case Study of a Northeastern University

The purpose of this qualitative case study was to use an interpretive, thematic analytical approach to examine faculty self-efficacy related to an active shooter event at a northeastern university, focusing on how faculty responded to institutionally provided training and how these experiences shaped their reported sense of preparedness. The chosen northeastern university has been selected because it is adjacent to the number one most dangerous urban city in the state, and its location is listed as one of the top ten most dangerous cities in that state. This research employed a qualitative design intended to gather information regarding the training faculty in one northeastern university have been exposed to, their self-efficacy, and perceptions they have to an active shooter event. This study's sample (n=11) was ascertained using a simple random sampling design. An email was sent requesting volunteers who matched the case study’s predetermined criteria. Cognitive Theory (SCT), particularly enactive mastery experience, vicarious experience, verbal persuasion, and affective state, was used to examine faculty beliefs regarding their active shooter preparedness. This research provided a regional understanding of the faculty's self-efficacy, training expectations, and training participation. The results were grouped into themes that established a baseline regarding the selected campus. Key findings promoted three conclusions 1-faculty members that have received AST reported that their self-efficacy was related to the content of the AST and protocol that was explained; 2-faculty members that have not received AST reported that their self-efficacy was related to vicarious learning and predetermining a self-oriented perspective that was based on outside influences that were unrelated to situational awareness of an active shooter event; and 3-faculty members that have and have not received AST reported that their self-efficacy was related to predetermining a calm physiological response during an ASE. The outcomes can be used to shed light on how other higher education institutions can effectively impose training strategies for faculty development.