ДОСЛІДЖЕННЯ НАВЧАЛЬНОЇ САМОЕФЕКТИВНОСТІ ПЕДАГОГА
Abstract
The article discusses the concept of “teacher’s academic self-efficacy”. The features of this phenomenon are described. The author believes that the sense of academic self-efficacy is an important part of professional self-efficacy of teachers. The results of empirical research of academic self-efficacy of teachers trained in Dnipropetrovsk Institute of Postgraduate Education are presented. It was determined that teacher’s academic self-efficacy has three levels: high, medium and low. The features of the relationship of academic self-efficacy levels and other personal qualities such as global self-esteem, reflexivity, level of anxiety, motivation and professional burnout were analyzed. The expediency of the Institute of Postgraduate Education psychological and educational activities to enhance academic self-efficacy of teachers was justified. The author believes that further studies of academic self-efficacy of teachers can be related to the study of other personality traits that are interconnected with a sense of confidence in one’s educational competence.
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