The sense of self-efficacy of teachers working in special schools - A research communiqué

Abstract

The article presents the results of research on the sense of self-efficacy of teachers working in schools that are an integral part of social rehabilitation and educational centres (for children and young people at risk of social maladjustment and the socially maladjusted) and penal institutions. The main aim of the research was to search for predictors of the sense of self-efficacy of teachers in special schools. The theoretical basis of the research was the theory of social learning by A. Bandura. The research was conducted with the use of a research tool - the “Sense of Efficacy Test” by Chomczyńska-Rubacha and Rubacha. It has been found that the sense of self-efficacy of special school teachers depends on their gender, place of residence, level of education of their mothers and the type of centre in which they are employed. Cluster analysis made it possible to distinguish two independent groups of teachers who achieve high and low scores in terms of the sense of self-efficacy, and to construct a model explaining their assignment to the groups.