Abstract:

In the field of education, the effectiveness of the teacher has been studied for many years. For this reason, a number of research tools have also been developed according to current education requirements. One of these is the Webb Efficacy Scale (WES), which was created in the eighties and is aimed at extending the measurement of the teacher's effectiveness and minimizing the number of items. The result was seven items in which respondents had to mark the two of them, with which they agreed. To improve the reliability of the items, closed items with the forced choice were used. In the framework of the research, this questionnaire was used among 161 students of primary education at the Faculty of Education in Olomouc, in full-time and combined form. Its aim was to find out how students assess their own preparedness for future effective teaching, especially in mathematics. The first partial objective was to find out whether there is a difference in the assessment of this preparedness between full-time students and those who already practice primary school. Another partial objective was whether there is a difference in responses among students of different study groups. The chi-quadrate and Fisher combinatorial test were used to evaluate the data. Respondents ' answers by study group were found to differ only once (p-value was 0.038), and by a form of the study did not differ for any item. Thus, it is clear that pedagogical practice did not have a statistically significant effect on the evaluation of the effectiveness of future primary teachers in mathematics.

Keywords:

Webb efficacy scale, teacher, teaching, mathematics, preparedness, efficiency.