Abstract:

Self-development is a necessary element of self-awareness, through which the self-image can be brought ever closer to the self-ideal. A great number of studies shows that our level of self-efficacy has an indirect impact on our lives. The teacher´s self-efficacy can be examined from several perspectives (teaching organization, student´s academic achievement, student´s behaviour, classroom factor, teaching method used by the teacher, etc.). The present study is part of a larger research which aims to investigate teacher self-efficacy as a function of the teacher´s perception of his/her own interaction, his/her image of the ideal teacher´s interpersonal behaviour when he/she expresses an opinion about himself/herself, and thus to search for and analyse an additional variable determining perceived teacher self-efficacy. In the present research we examine teacher self-efficacy on the scales of teaching, management, motivation, conflict management and tackling. The paper discusses the first results of a pilot questionnaire survey among Hungarian teachers in Slovakia. In the pilot study, the instrument developed to measure teacher self-efficacy was tested on primary school teachers in Hungarian-language schools in Slovakia. In the questionnaire, it was necessary to adapt the use of concepts to the national context by cross-cultural adaptation. The main aim of this pilot research is to investigate the reliability of the Hungarian version of the questionnaire for measuring teacher self-efficacy among Hungarian teachers in Slovakia. In this paper we summarize the results from the data evaluation and outline a process for our main research, which will lead to the discovery of a new context for the mechanism of action of self-efficacy.

Keywords:

Self-efficacy, teacher self-efficacy, elementary school.