PSYCHOLOGICAL FACTORS IN THE FORMATION OF TEACHER’S PEDAGOGICAL SELF-EFFICACY

Abstract

The article is aimed at studying the psychological factors of pedagogical self-efficacy formation in the modern educational environment. It is noted that teacher’s self-efficacy refers to a teacher’s personal judgments of their ability to effectively influence the educational process through acquired professional competencies. This construct changes throughout life under the influence of the  environmшent. The theoretical analysis of theoretical and empirical studies on  psychological factors of professional self-efficacy has been carried out. The leading role of mastery experience in ensuring the rapid growth in professional effectiveness has been confirmed. The influence of vicarious experience, verbal persuasion, and physiological and affective states on the formation of  teacher’s self-efficacy has been analyzed. Schools with low levels of collective efficacy convey a sense of academic futility to students. Highly effective school teams can influence the professional mastery of individual teachers and fill the school space with an atmosphere of development and success. Both constructs are interdependent, and certain elements of psychological well-being (life goals, personal growth) can be the factors in the formation of professional self-efficacy.The role and impact of a teacher’s emotional intelligence (EI) on their professional mastery are analyzed. Teachers with well-developed EI cope better with professional stress and set higher life goals. Understanding one’s own emotions affects causal attributions, motivation and personal judgments about professional self-efficacy. Based on the generalizations of scientific literature, prospects for further research have been formed, namely, the development of an effective structural model for the formation of teacher’s self-efficacy.

Reference

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