This study is concerned with the relationship between teachers’ personality dispositions and their self-efficacy. The aim of the research is to find out if some personality dimensions are more ...important predictors of teachers’ self-efficacy than others. Research was conducted on the sample of 168 teachers. Norwegian Teacher Self-efficacy scale was used to measure teachers’ self-efficacy and Big Five Inventory for personality dimensions. Results show that teachers assessed their own self-efficacy quite high. The best evaluated was self-efficacy in the area of Instruction, while other aspects were evaluated lower. Among personality dimensions, the most important predictors of teachers’ self-efficacy were Conscientiousness and Openness.
Empathy and Teachers’ Roles Stojiljković, Snežana; Djigić, Gordana; Zlatković, Blagica
Procedia, social and behavioral sciences,
12/2012, Volume:
69
Journal Article
Peer reviewed
Open access
Teachers’ profession is related to many different roles such as: teacher's role in the narrow sense, teacher as motivator, evaluator, cognitive-diagnostic role, social relations manager and partner ...in the emotional interaction. The purpose of the study is to investigate whether empathy (empathy quotient and emotional empathy) is connected to the self-assessment of success in teachers’ roles performing. The sample consisted of 120 teachers (37 primary school teachers and 83 subject teachers) from several schools in Serbia. The research findings show that empathy may contribute to the successful fulfilling of teachers’ professional roles.
Classroom management refers to all teachers’ actions aimed to create safe and stimulating learning environment. Many studies emphasize teacher's classroom management style as the most important ...factor related to students’ school achievement. Purpose of this work is to present the instrument designed for objective evaluation of teachers’ classroom management styles, according to Martin and Baldwin's (1993) understanding of the concept. The instrument distinguishes three styles: interventionist, non-interventionist and interactionist, and also covers three broad dimensions of classroom management - personality, teaching and discipline. Protocol presented in this paper, shows good reliability and could be recommended for research purposes.
Self-concept and Teachers’ Professional Roles Zlatković, Blagica; Stojiljković, Snežana; Djigić, Gordana ...
Procedia, social and behavioral sciences,
12/2012, Volume:
69
Journal Article
Peer reviewed
Open access
This paper is concerned with the association of teachers’ self-assessment of the effectiveness in different teachers’ roles performing and their self-concept. The study was conducted on a sample of ...120 teachers who were given the Self-concept scales (Opačić, 1995) and the Inventory of teachers’ roles, designed for the purposes of this research. The results show that self- assessed effectiveness in all teachers’ roles is significantly correlated with global competence – dimension of self-concept that indicates subjective feeling of capability for any action and its successful performance. Other dimensions of self-concept are in correlation with self-evaluated success in some of investigated teachers’ roles.
In this research we investigated teachers of the primary and secondary schools (N=100) about correlation between his attitudes towards inclusion and dimensions of teachers’ personalities towards a ...model having five factors. The attitudes towards inclusion include the attitudes regarding the education of children with different difficulties in their development, the attitudes regarding the responsibility of a school to offer good education for all children. Also, teachers' self-evaluation regarding their own relevant professional and personal capacities regarding the work with children having difficulties in their own development. Personality was examined by the help of five basic dimensions: neuroticism, extraversion, openness, cooperation and being conscientious. The results have shown that, out of total number of examinees, 80% support the idea of inclusive education. Openness is in a positive correlation with the attitudes towards inclusive education. Teachers in primary schools have more positive attitude towards inclusive education.
Classroom management is related to all teachers actions aimed to establish the stimulative learning environment. As stated by Martin and Baldwin (1993), three teachers’ classroom management styles ...can be distinguished: interventionist, non-interventionist and interactionist. The purpose of the study is to examine the relations between teachers’ classroom management styles, satisfaction with classroom climate and students’ school achievement. Data analysis shows that both teachers and students are the most satisfied with the classroom climate which is created by teacher-interactionist. Students’ achievements were at its highest when the teachers practiced interactionist style, and at its lowest when the teachers were interventionists.
The research is concerned with the correlation between primary and secondary schools teachers' attitudes towards inclusive education and basic personality dimensions. The attitudes towards inclusive ...education include the attitudes regarding the inclusion of children with different developmental difficulties in regular schools, the attitudes regarding the responsibility of a school for quality education for all children, and teachers` self-evaluation regarding their own relevant professional and personal capacities to work with children having developmental difficulties. Teachers' personality was examined through five basic dimensions: neuroticism, extraversion, openness, agreeableness and consciousness. The results show that 80% of examinees support the inclusive education. Teachers' attitudes towards inclusive education significantly correlate with their openness. Teachers in primary schools have a more positive attitude towards inclusive education compared with secondary school teachers. PUBLICATION ABSTRACT
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