Teacher Self-Efficacy within the Context of Socially Disadvantaged Pupils’ Education
Teacher Self-Efficacy within the Context of Socially Disadvantaged Pupils’ Education

Summary/Abstract: The teachers’ self-efficacy (TS) is one of the importantdeterminants, which affects teachers’ behavior and also affectsthe effectivity of educational process. The presented study isbased on the concept of Gibson and Dembi, who characterizedthe teachers’ self-efficacy by two dimensions – Personal TeachingEfficacy (PTE) and General Teaching Efficacy (GTE). Our goal is topresent results of the research which was focused ondetermination of the relation between teachers’ self-efficacy andthe factors related with the education of socially disadvantagedpupils. Among the mentioned research tool it was used thesemantic differential method. We found out that the teachersfrom the chosen primary schools are more convinced about theirabilities to influence pupils’ learning and behavior (PTE) and lessconvinced about the overcoming unfavorable effects ofenvironment through the education (GTE). We also discoveredthat the teachers’ self-efficacy rate from chosen primary schoolsis not correlated with their experience (with the education ofsocially disadvantaged pupils) and there is no significantdifference between TS and the territory of teachers’ work. Theself-efficacy rate is strongly correlated with the evaluation of theconcepts related with the education of socially disadvantagedpupils.

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