Teacher Self-Efficacy within the Context of Socially Disadvantaged Pupils’ Education
The teachers’ self-efficacy (TS) is one of the important determinants, which affects teachers’ behavior and also affects the effectivity of educational process. The presented study is based on the concept of Gibson and Dembi, who characterized the teachers’ self-efficacy by two dimensions – Personal...
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| Format: | Article |
| Language: | ces |
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Tomas Bata University in Zlín
2016-11-01
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| Series: | Sociální Pedagogika |
| Subjects: | |
| Online Access: | http://soced.cz/wp-content/uploads/2016/11/Teachers-self-efficacy-SocEd-Anna-Petr-Safrankova-Karla-Hrbackova.pdf |
| _version_ | 1819089422228914176 |
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| author | Anna Petr Šafránková Karla Hrbáčková |
| author_facet | Anna Petr Šafránková Karla Hrbáčková |
| author_sort | Anna Petr Šafránková |
| collection | DOAJ |
| description | The teachers’ self-efficacy (TS) is one of the important determinants, which affects teachers’ behavior and also affects the effectivity of educational process. The presented study is based on the concept of Gibson and Dembi, who characterized the teachers’ self-efficacy by two dimensions – Personal Teaching Efficacy (PTE) and General Teaching Efficacy (GTE). Our goal is to present results of the research which was focused on determination of the relation between teachers’ self-efficacy and the factors related with the education of socially disadvantaged pupils. Among the mentioned research tool it was used the semantic differential method. We found out that the teachers from the chosen primary schools are more convinced about their abilities to influence pupils’ learning and behavior (PTE) and less convinced about the overcoming unfavorable effects of environment through the education (GTE). We also discovered that the teachers’ self-efficacy rate from chosen primary schools is not correlated with their experience (with the education of socially disadvantaged pupils) and there is no significant difference between TS and the territory of teachers’ work. The self-efficacy rate is strongly correlated with the evaluation of the concepts related with the education of socially disadvantaged pupils. |
| first_indexed | 2024-12-21T22:07:41Z |
| format | Article |
| id | doaj.art-f147264de88a407aaa986354325a0803 |
| institution | Directory Open Access Journal |
| issn | 1805-8825 |
| language | ces |
| last_indexed | 2024-12-21T22:07:41Z |
| publishDate | 2016-11-01 |
| publisher | Tomas Bata University in Zlín |
| record_format | Article |
| series | Sociální Pedagogika |
| spelling | doaj.art-f147264de88a407aaa986354325a08032022-12-21T18:48:41ZcesTomas Bata University in ZlínSociální Pedagogika1805-88252016-11-0142193710.7441/soced.2016.04.02.02Teacher Self-Efficacy within the Context of Socially Disadvantaged Pupils’ EducationAnna Petr Šafránková0Karla Hrbáčková1Tomas Bata University in Zlín, Faculty of Humanities, nam. T. G. Masaryka 5555, 760 01 ZlínTomas Bata University in Zlín, Faculty of Humanities, nam. T. G. Masaryka 5555, 760 01 ZlínThe teachers’ self-efficacy (TS) is one of the important determinants, which affects teachers’ behavior and also affects the effectivity of educational process. The presented study is based on the concept of Gibson and Dembi, who characterized the teachers’ self-efficacy by two dimensions – Personal Teaching Efficacy (PTE) and General Teaching Efficacy (GTE). Our goal is to present results of the research which was focused on determination of the relation between teachers’ self-efficacy and the factors related with the education of socially disadvantaged pupils. Among the mentioned research tool it was used the semantic differential method. We found out that the teachers from the chosen primary schools are more convinced about their abilities to influence pupils’ learning and behavior (PTE) and less convinced about the overcoming unfavorable effects of environment through the education (GTE). We also discovered that the teachers’ self-efficacy rate from chosen primary schools is not correlated with their experience (with the education of socially disadvantaged pupils) and there is no significant difference between TS and the territory of teachers’ work. The self-efficacy rate is strongly correlated with the evaluation of the concepts related with the education of socially disadvantaged pupils.http://soced.cz/wp-content/uploads/2016/11/Teachers-self-efficacy-SocEd-Anna-Petr-Safrankova-Karla-Hrbackova.pdfteacher self-efficacysocially disadvantaged pupilsteacherssemantic differential |
| spellingShingle | Anna Petr Šafránková Karla Hrbáčková Teacher Self-Efficacy within the Context of Socially Disadvantaged Pupils’ Education Sociální Pedagogika teacher self-efficacy socially disadvantaged pupils teachers semantic differential |
| title | Teacher Self-Efficacy within the Context of Socially Disadvantaged Pupils’ Education |
| title_full | Teacher Self-Efficacy within the Context of Socially Disadvantaged Pupils’ Education |
| title_fullStr | Teacher Self-Efficacy within the Context of Socially Disadvantaged Pupils’ Education |
| title_full_unstemmed | Teacher Self-Efficacy within the Context of Socially Disadvantaged Pupils’ Education |
| title_short | Teacher Self-Efficacy within the Context of Socially Disadvantaged Pupils’ Education |
| title_sort | teacher self efficacy within the context of socially disadvantaged pupils education |
| topic | teacher self-efficacy socially disadvantaged pupils teachers semantic differential |
| url | http://soced.cz/wp-content/uploads/2016/11/Teachers-self-efficacy-SocEd-Anna-Petr-Safrankova-Karla-Hrbackova.pdf |
| work_keys_str_mv | AT annapetrsafrankova teacherselfefficacywithinthecontextofsociallydisadvantagedpupilseducation AT karlahrbackova teacherselfefficacywithinthecontextofsociallydisadvantagedpupilseducation |