engleski

SELF-ASSESMENT OF TEACHER'S EFFICACY IN PRESCHOOL INSTITUTION

Teacher's Efficacy has proved to be powerfully related to many meaningful educational outcomes such as teachers’ persistence, enthusiasm, commitment and instructional behavior, as well as student outcomes such as achievement, motivation, and self-efficacy beliefs. As Tchannen-Moran and Hoy (2001) constructed an scale Teachers' Sense of Teacher Efficacy Scale to measure this construct, numerous of authors validated it's characteristics on different samples. Subject of a particular interest of a present study is a preschool teacher's sense of Efficacy focused on behaviour of a specific child. One of the reasons of scientific interest is a reflection and possible implications to an early child development. Aims are to find out self-assesed preschool teacher's efficacy and subsequently to find out relations of the teacher's self-assesed efficacy with teacher's age, education, the need for professional help and length of work with a child. A total of 50 preschool teachers from 22 Early and Preschool Institutions of Rijeka, Croatia participated in this research (Mage=44y ; Mwork experience=19y). All of them anonimusly and voluntary assesed their self- efficacy in teaching of total of 128 children average age of 28 months. At the moment of asessing, all of the teachers have been working with children at least for six months. There is valid and reliable factor structure of three dimensions: Effective involvement and individualization, The efficient provision of practical instruction, and Effective facilitation of problem behavior. The Efficient provision of practical instruction is the mostly and Effective facilitation of problem behavior the least self evaluated by the preschool teachers. Preschol teachers have a high estimations of their Efficacy wherein there is no relation between selfestimated Efficacy and age, years of work experience, level of education, need for additional professional assistance. The length of working with child is positively conected with Effective involvement and individualization. It is recomended to verify and adjust obtained measuring characteristics of the scale, in future studies. So, implication of the results of present study is reflected in possibility of a use of the scale in further studies which will have aims to investigate competencies and skills of preschools teachers in working with early and preschool age children, especially with children with behavioural difficulties in inclusive classrooms.

self assesment, preschool teachers, teacher's Efficacy, Teachers' Sense of Teacher Efficacy Scale

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