Educational Strategies of Teachers with Various Senses of Efficacy

Author: Mariola Chomczyńska-Rubacha
Institution: Uniwersytet Mikołaja Kopernika
Author: Krzysztof Rubacha
Institution: Uniwersytet Mikołaja Kopernika
Year of publication: 2013
Source: Show
Pages: 105-115
DOI Address: https://doi.org/10.15804/tner.13.31.1.09
PDF: tner/201301/tner3109.pdf

The main objective of this study was to verify the hypothesis about the relationship between a sense of efficacy and educational strategies for teachers, conceptualized as a heteronomy – autonomy dimension. A move towards autonomous strategies should be linked to a strong sense of efficacy in teachers. The study, planned in this manner, was to verify the concept of education strategy discussed in this article, and the ability to predict educational strategies in schools based on the knowledge of the sense of efficacy in the teachers implementing them. The results positively verify these hypotheses, but also show the problematic ruling which of the strategies (heteronymous or autonomous) is more effective in the perception of teachers.

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the study of teachers sense of efficacy reinforcement education strategies adaptation ideology development

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