Subjektivně vnímaná zdatnost učitelů v kontextu jejich profesního vzdělávání: zjištění a výzvy z šetření TALIS 2013
Teachers’ self-efficacy in the context of their professional development: Findings and challenges of TALIS 2013
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The paper introduces and discusses selected results of the Teaching and Learning International Survey 2013 namely the second cycle, which included the Czech Republic. In firs part, reasons for initiation of the survey are introduced and its development is described. The paper briefly mentions the theoretical background with special focus on self-efficacy and job satisfaction. Selected results concerning self-efficacy are presented and discussed in relation to professional development and working conditions at schools. It appears that Czech teachers perceive their self-efficacy as lower than teachers in other countries. Despite this fact they do not take part in professional development focused on the areas where they feel less secure as much as is the international average. The results concerning job satisfaction were slightly more positive, especially in connection with work environment. Compared to the international average, Czech teachers participate in various forms of collaboration and cooperation at schools. Following the results of the survey, it seems beneficial to make use of the potential of positive school climate to make a closer connection between teachers’ evaluation and professional development, and to focus professional development on activities that could increase teachers’ self-efficacy.
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