Sociální pedagogika | Social Education 19

Volume 4, Issue 2, pp. 19–37, November 2016

ISSN 1805-8825 | doi:10.7441/soced.2016.04.02.02

Teacher Self-Efficacy within the Context of Socially

Disadvantaged Pupils’ Education

Anna Petr

Abstract: The teachers’ self-efficacy (TS) is one of the important

determinants, which affects teachers’ behavior and also affects

Šafránková1

the effectivity of educational process. The presented study is

Karla Hrbáčková2

based on the concept of Gibson and Dembi, who characterized

the teachers’ self-efficacy by two dimensions – Personal Teaching

Efficacy (PTE) and General Teaching Efficacy (GTE). Our goal is to

present results of the research which was focused on

determination of the relation between teachers’ self-efficacy and

the factors related with the education of socially disadvantaged

pupils. Among the mentioned research tool it was used the

semantic differential method. We found out that the teachers

from the chosen primary schools are more convinced about their

abilities to influence pupils’ learning and behavior (PTE) and less

convinced about the overcoming unfavorable effects of

environment through the education (GTE). We also discovered

that the teachers’ self-efficacy rate from chosen primary schools

is not correlated with their experience (with the education of

socially disadvantaged pupils) and there is no significant

Contact to author

difference between TS and the territory of teachers’ work. The

1,2 Tomas Bata University in Zlín self-efficacy rate is strongly correlated with the evaluation of the

Faculty of Humanities

concepts related with the education of socially disadvantaged

nam. T. G. Masaryka 5555

pupils.

760 01 Zlín

safrankova@fhs.utb.cz

Keywords: teacher self-efficacy, socially disadvantaged pupils,

hrbackova@fhs.utb.cz

teachers, semantic differential

Kontakt na autora

Vnímaná vlastní účinnost učitelů v kontextu

1,2 Univerzita Tomáše Bati ve

edukace sociálně znevýhodněných žáků

Zlíně

Fakulta humanitních studií

Abstrakt: Vnímaná vlastní účinnost učitelů (teacher self-efficacy

nám. T. G. Masaryka 5555

- TS) je jednou z významných determinant, která působí na

760 01 Zlín

učitelovo jednání a zpětně tak ovlivňuje efektivitu vzdělávacího

safrankova@fhs.utb.cz

procesu. Překládaná studie vychází z konceptu Gibsona

hrbackova@fhs.utb.cz

a Dembiho, kteří charakterizovali vnímanou vlastní účinnost

učitelů na základě dvou dimenzí – hodnocení vlastních schopností

ve vztahu k rozvoji žáka (PTE) a posouzení vlastních potencialit

překonat nepříznivé přirozené prostředí žáka (GTE). Našim cílem

je prezentovat výsledky výzkumu zaměřeného na zjištění vztahu

Copyright © 2016 by authors

vnímané vlastní účinnosti učitelů a vybraných faktorů

and publisher TBU in Zlín.

souvisejících se vzděláváním sociálně znevýhodněných žáků.

This work is licensed under the

Creative Commons Attribution

Pro tyto účely jsme vedle zmiňovaného výzkumného nástroje

International License (CC BY).

využili metodu sémantického diferenciálu. Zjistili jsme, že učitelé

působící ve vybraných základních školách jsou více přesvědčeni

o vlastních schopnostech ovlivnit učení a chování žáků (PTE) než

20

Petr Šafránková & Hrbáčková / Teacher Self-Efficacy within the Context of Socially…

o tom, že na základě vyučování mohou překonat nepříznivé vlivy

prostředí (GTE). Zároveň jsme zjistili, že míra vnímané vlastní

účinnosti učitelů působících ve vybraných základních školách

nezávisí na zkušenosti učitelů se vzděláváním sociálně

znevýhodněných žáků a výrazně se neliší v závislosti na tom,

v jakém kraji učitelé působí. Míra vnímané vlastní účinnosti je

výrazně spojená s hodnocením pojmových indikátorů vztahujících

se ke vzdělávání sociálně znevýhodněných žáků.

Klíčová slova: vnímaná vlastní účinnost učitele, sociálně

znevýhodnění žáci, učitelé, sémantický diferenciál

1

Introduction

Socially disadvantaged pupils’12 education is being currently discussed mainly within the context of

inclusive education with the accent on all players in the school environment. As prism of inclusive

education and paradigm according to Rogers (Kirschenbaum & Henderson, 1989, p. 225) an

unreserved positive accepting of each pupil (disregarding his/her handicap or disability), both by

schoolmates and teachers, appears to be significant. This means in practice that every teacher should

accept diversities and specifics of all pupils and guide pupils retrospectively towards this respectful

behaviour.13

Considering the above mentioned and the fact that a teacher jointly forms education environment,

classroom climate, organizes and coordinates activities of pupils, manages and evaluates the

teaching process and its results (Průcha et el., 2009, p. 326), discussions relating to teacherś

profession as one of significant factors of educating pupils occur logically in the conceptual and

research field (see also Starý et al., 2012, p. 9). And thus, teacherś influence, teaching, attitudes

towards pupils, work with pupils and teacherś self-efficacy (Průcha et al., 2009, p. 326) are besides

family environment an important factor, which affects learning of pupils and their school results.

So, it can be claimed that self-efficacy or as the case may be the way how a teacher evaluates and

perceives himself/herself as a teacher and has beliefs about himself/herself is one of significant

determinants of teacherś efficacy (in addition to his/her qualification, personality traits,

competences and others) within his educating activities. Teacherś perceived self-efficacy can be

understood within this context as a catalyst or inhibitor of teacherś positive behaviour in relation to

his/her education activities (Gavora, 2008; Ross, 1994), a factor that can affect school results of

pupils (e.g., Ashton & Webb, 1986; Gibson & Dembo, 1984; Ross, 1992; Tschannen-Moran et al.,

1998), perceived self-efficacy of pupils (Anderson et al., 1988) and a level of pupils´ motivation

(Midgley et al., 1989). Researches also prove that teachers with a high level of perceived self-efficacy

tend to apply new approaches and methods to education, use methods supporting autonomy of

pupils and tend to support pupils in need of individual support (Guskey, 1988, Gillnerová et al., 2011;

Ross, 1994;). Similarly, Buel et al. (1999) discovered within his research a relation between teachersśelf-efficacy and his/her attitude towards educating pupils with special education needs. Teachers with higher self-efficacy perceive pupils´ diversity positively and they are as well self-confident to

12 For the purposes of this study we consider socially disadvantaged, as pupils coming from a family who,

because of its socioeconomic and cultural conditions insufficiently encourages or insufficiently allows, or

completely disallows the mental, emotional and volitional characteristics of the child and which is socio-

economically and culturally different from the environment in which pupils coming from the majority

population grow up in. This difference significantly impedes their full-fledged participation in society and

from fully developing their educational potential. (Šafránková & Kocourková, 2013a).

13 Dewey's words (as cited in Kirschenbaum & Henderson, 1989, p. 225) that acceptance should not be

dependent on a selective evaluation attitude: "You are wrong in this, but in this you're good."

21

Petr Šafránková & Hrbáčková / Teacher Self-Efficacy within the Context of Socially…

manage hard situations and demands at educating this specific group of pupils. On the contrary,

teachers with lower self-efficacy may not perceive pupils´ diversity positively (e.g., since they do not

feel to be competent adequately) (see also Bender et al., 1995).

In consideration of the above mentioned and based on other researches (e.g., Brownell & Pajares,

1999) we can deliberate over relation between teacherś self-efficacy and his/her attitude towards

certain group of pupils (in case of the submitted study towards socially disadvantaged pupils), who

need special attention in terms of use of compensating measures, specific forms, teaching methods

and others.

The study submitted is focused on determining the teachers’ self-efficacy in selected regions and

determining, whether there is a relation between teachers’ self-efficacy and length of educational

experience, age, region, where teachers are employed, experiences in educating socially

disadvantaged pupils and further perception of selected conceptual indicators that relate to

education of socially disadvantaged pupils.

Sense of self-efficacy can be understood within a wider concept, the so-called teachers´ beliefs,

which Bandura (1997) names as a factor affecting individualś activities. In addition to the teacher

self-efficacy we can find teachers´ beliefs about pupils within this concept (e.g., Brownell & Pajares,

1999). Within this concept, we can deliberate over relation between teachersśelf-efficacy and their

attitude towards socially disadvantaged pupils. Even though the mentioned researches prove that

due attention has been already paid to the area of teachersśelf-efficacy in relation to various

aspects of education, researches focused on relation between teacher self-efficacy and teachers´

beliefs about socially disadvantaged pupils belong rather to the rare ones. We consider this

connection as a significant research topic, since we work on the assumption that teacher self-efficacy

can be associated with teacherś beliefs about certain group of pupils. Besides other things it can

affect activities of a teacher in relation to this group of pupils retrospectively and further not only the

quality of education process, but also efficacy of inclusive education in general or as the case may be

teacherś self-efficacy can be conceived to be a predictor of his/her thought and actions.

2

Theoretical framework of self-efficacy

The concept of self-efficacy as beliefs about personal qualities to achieve defined output level,

affected by events in our lives (see also Ardelt & Eccles, 2001; Bandura, 1994), was elaborated for the

first time by Albert Bandura (1977) within social-cognitive theories. This theory is a framework for

understanding and explanation of human behaviour (Gillernová et al., 2011, p. 154). Social-cognitive

theories accent various aspects of social-cultural transactions between a human and his/her

environment (Bertrand, 1998, p. 117). A model of triadic reciprocal determinism, which is built

against one-sided interpretation of behaviour based only on effects of one determinant or as the

case may be environment or inner dispositions, is the centre of this theory. This model consists of

three factor groups ( personal qualities, behaviour and social environmental effects), which are

connected one with another and integrate together. Janoušek (1992, p. 386) states that determinism

is conceived as a resultant effect of an aggregate of interconnected influences, which is perceived

within this meaning rather as probable than linear. Bandura (1997) expects based on the mentioned

model that individuals are not quite free and they are affected by the environment, nevertheless

they are not subjected to environmental effects passively or as the case may be individuals are

perceived as proactive and self-regulating human beings capable of their own organization and

views. Bandura (as cited in Janoušek, 1992, p. 389) names the moment of self-influencing of mutually

interacting determinants as the term “self-efficacy“.

According to Bandura (1997, p. 2) the concept of self-efficacy is based on the fact that the level of

human motivation and behaviour is rather based on in what individuals believe (on their beliefs) than

on their objective qualities. And thus, beliefs about self-efficacy are the base how people feel and

22

Petr Šafránková & Hrbáčková / Teacher Self-Efficacy within the Context of Socially…

think and it is associated closely with motivation, since beliefs about self-capacities obviously affect

expectations with respect to future behaviour. (Bandura, 1994; Pajares, 2002) Strong sense of self-

efficacy affects the way how individuals approach to demanding tasks, which they take rather like a

challenge than a threat (Bandura, 1994). Some authors (Gillnerová et al., 2011; Rutter, 1990;

Tedeschi & Calhoun, 1995) name it a relation between self-efficacy and ressilience of an individual. It

can be claimed in general that a high level of self-efficacy results in setting of demanding targets,

making effort to achieve them, smaller probability to be beaten by stress, controlling own emotional

states and also in active approach to hardship (Bandura, 1994; Gillnerová et al., 2011). On the

contrary, individuals with a low level of self-efficacy have doubts about their qualities, they tend to

be beaten by stress, attempt to avoid demanding tasks, since they take them as a threat, and their

aspirations are low like their resolve to achieve these tasks (Bandura, 1982, 1994; Gillnerová et al.,

2011, Pajares, 2002). Beliefs about self-efficacy consist according to Bandura (1994) of four main

sources: 1. Experience of success at managing an unfavourable situation (or as the case may be

positive experience); 2. Social modelling, i.e. mediated vicarious experience of others at managing

given situation; 3. Social persuasion (verbal support from others, beliefs about abilities to manage

given situation); 4. Physiological and emotional states of the teacher.

According to the above mentioned facts the self-efficacy can be considered within the context of

social-cognitive theories as a significant determinant, which can have effect on teacherś activities

and affect educating of pupils retrospectively. We focus more particularly on teacherś sense of self-

efficacy for purposes of the study submitted.

2.1 The nature of teacher self-efficacy

Teacherś beliefs about his/her professional qualities and skills or as the case may be how he/she

evaluates himself/herself in terms of his/her profession appear to be significant besides professional

qualities and skills that characterize the teacher in relation to his/her education work. So, teacherś

sense of self-efficacy can be also defined as his/her beliefs about his/her qualities that result in

achieving required (positive) outcomes in the area of involvement and learning, specifically also of

students, who show a lower level of motivation and who need specific individual support (Armor et

al., 1976; Bandura, 1977). A significant factor affecting teacherś behaviour in various education

situation is concerned, specifically reflecting into teacherś beliefs about how he/she acts on pupils

and what education output he/she can achieve (Gavora, 2008).

A teacher with high self-efficacy approaches to his/her education work with beliefs about his/her

professional knowledge, qualities and skills, and therefore he/she makes more effort during

preparation and realization of teaching (Gibson & Dembo 1984; Tschannen-Moran et al., 1998).

These teachers perform their education work with beliefs that with making special effort, effective

teaching and with application of special techniques, which can include also support of family, 14

negative effects of community on a child can be prevented (Gillnerová et al., 2011, p. 156). On the

contrary, teachers with low self-efficacy attempt to avoid demanding situations and if such situation

occurs teacher does not have beliefs about his/her capabilities to manage such situation adequately

(Mareš, 2013). These teachers believe that regardless of making more effort they can do only a little,

if pupils are not motivated (Gillnerová et al., 2011, p. 156). Low self-efficacy can become evident in

his/her aggressive behaviour (motivated by fear to fail), but also in quitting his/her attempt at

improving school results of pupils, who do not achieve the required school results in short time

period15 (Gibson & Dembo, 1984).

In general, it can be claimed concerning teacher self-efficacy that: 1. it is formed by teacher

himself/herself (i.e. it is not a priori given, it is formed already during pre-gradual preparation and

continues to develop with exercise of teacherś practice; 2. it can acquire different level; 3. it

14 Cooperation with family is quite significant in education of socially disadvantaged individuals.

15 In this case it is concerning e.g. socially disadvantaged pupils.

23

Petr Šafránková & Hrbáčková / Teacher Self-Efficacy within the Context of Socially…

functions rather functionally (teacher may not always come to realize it and analyse it; 4. it is

constant relatively, i.e. even though changes can occur based on many factors, it does not change

quickly only based on certain occasional situations; 5. it can be investigated at teachers with various

orientations, taught subjects and others. (or as the case may be it is conditioned by situation)

(Gavora, 2008; Ross & Bruce, 2007; Tschannen-Moran et al., 1998; Wertheim & Leyser, 2002).

Teacher self-efficacy became a subject of a lot of researches (see e.g., Klassen et al., 2011).

Researches of self-efficacy apply both the research qualitative strategy (e.g., Cantrell & Callaway,

2008; Cheung, 2008; Milner & Woolfolk Hoy, 2003; Onafowora, 2005; Webb & Ashton, 1987) and the

quantitative research strategy (Gavora, 2008, 2010, 2011; Gibson & Dembo, 1984; Greger, 2011;

Guskey & Passaro 1994; Tschannen-Moran et al. 1998). Teacher Efficacy Scale – TES, from Gibson

and Dembo and others (1984), became one of frequently used research tools (also used for our

research). This research tool originally consisted of 30 statements that were assessed by teachers on

the six-point Likertś scale (from strongly disagree to strongly agree). Two factors were extracted

based on the factor analysis: 1. Teacherś beliefs about his/her qualities ( Personal Teaching Efficacy

– PTE) i.e. teacherś beliefs about his/her qualities to affect learning and behaviour of pupils;

2. Potentiality of teaching perceived by a teacher ( General Teaching Efficacy) i.e. teacherś beliefs

about his/her qualities to overcome or reduce adverse external factors, which could affect educating

of pupils (e.g., non-stimulating family environment of a pupil) (Gibson & Dembo, 1984).

According to the above mentioned facts teacher self-efficacy can be a significant determinant, which

can have positive/negative effect on educating of pupils, who come from socially disadvantaged

family environment, since just teacherś beliefs about socially disadvantaged pupils and about

his/her self-efficacy have effect on teacher’s education work in relation to the group of pupils

mentioned.

3

Research survey

The study submitted presents results of realized research, of which target was to determine the level

of self-efficacy ( Teacher Self-Efficacy) of teachers (TS) at primary schools in selected regions. We

were interested in how teachers assess the level of self-efficacy in the area of potentiality of teaching

perceived by a teacher ( General Teaching Efficacy) and teacherś beliefs about his/her qualities

( Personal teaching Efficacy), i.e. up to what extent it is possible in view of a teacher to overcome or

at least reduce adverse factors not on the teacherś side based on teaching, for example poor

abilities of a pupil, unfavourable family environment of a pupil (GTE), and up to what extent a

teacher believes in his/her abilities to have influence on learning and behaviour of pupils (PTE).

We focused on finding differences in teachersśelf-efficacy (TS) in selected regions, where they are

employed. These regions were selected based on social-demographic analysis according to the level

of social disadvantage. We assumed that the perceived self-efficacy, in particular teachers’ beliefs

about possibilities to overcome unfavourable pupilś environment (GTE), would manifest itself

differently in a region with a higher rate of endangered children. We were also interested in what is

the relation between the teachers’ self-efficacy and length of their education practice, age and

experiences in educating socially disadvantaged pupils. This experience can be reflected significantly

into the teacherś self-efficacy. Considering the fact that the self-efficacy is according to Bandura

(1994) based on four primary sources (1. positive experience in managing a situation; 2. vicarious

experiences mediated by means of social models; 3. social persuasion; 4. opinion on self-condition)

and it can be changed in the course of individualś life, experiences and professional career. We were

investigating during our research a relation between GTE/PTE and perception of selected conceptual

indicators that relate to education of socially disadvantaged pupils ( socially disadvantaged pupil,

24

Petr Šafránková & Hrbáčková / Teacher Self-Efficacy within the Context of Socially…

pupil from a culturally different family environment, inclusion, segregation, our school, me).16 We

assumed that the perceived level of self-efficacy was associated with assessment of selected terms

that relate to education of socially disadvantaged pupils, in particular teacherś beliefs whether

he/she can overcome unfavourable pupilś environment (GTE). This connection can manifest itself

differently in significance (factor) of assessment (whether assessment of positive/negative

significance of given term is concerned, i.e. factor of evaluation, or whether an assessment

connected with making certain effort/energy to achieve a change, i.e. energy factor, is concerned).

3.1 Research questions

Our research was focused on answering the following questions:

1. What is the level of perceived teachersśelf-efficacy employed in selected primary schools?

2. What are the differences in teachers’ self-efficacy dependent on a region, where they are

employed? What is the difference in teachers’ self-efficacy employed in the Central Bohemia

region, Vysočina region and Moravian-Silesian region in the area of potentiality of teaching

perceived by a teacher (GTE) and teacherś beliefs about his/her qualities (PTE)?

3. What is the relation between the perceived teachersśelf-efficacy and length of their

education practice, age and the fact whether they have experiences in educating socially

disadvantaged pupils?

4. What is the relation between perceived teachersśelf-efficacy and their assessment of

selected conceptual indicators that relate to education of socially disadvantaged pupils?

3.2 Methods

The research set was formed by teachers in selected regions (Central Bohemia region, Vysočina

region, Moravian-Silesian region) employed according to the international standard classification of

education ISCED 1 and ISCED 2 (or more precisely at primary schools). Considering the research

purpose and multi-dimensional character of social handicap (determining environment) regions were

selected intentionally and selection was performed based on social-demographic analysis

(SocioFactor s.r.o., 2013, p. 429).17

We selected based on this analysis three regions, which report the smallest, average and highest

level (stated below in order) of children in danger from view of the above mentioned dimensions.

The following regions are concerned: Central Bohemia region, Vysočina region and Moravian-Silesian

region. Due to our attempt to capture specifics of common primary schools, churchś schools,

special, alternative and international schools were not included into selection. Request to fill in a

questionnaire was addressed to all directors of primary schools in selected regions with appeal to

transmit information to teachers at the given school. Addresses of directors of these schools were

found in a directory of schools and school facilities maintained by the Ministry of School, Youth and

Sports.

16 When we are talking about the evaluation of the term "socially disadvantaged pupil", in the text there is

always emphasized that it is only the evaluation of the term. While evaluating all presented terms and in

the context of education of the concrete group we talk about the education of the socially disadvantaged

pupils (more precisely, the relation between the term "socially disadvantaged pupil" and the specification of

the education of socially disadvantaged pupils is subordinant, where the term is part of bigger unit).

17 In the Czech environment the analysis focusing on the socio-economic background of pupils occur rather

infrequently (“Rovný Přístup,” 2014, p. 41). That analysis (Socio-demographic analysis – mapping the

distribution of vulnerable children and families in the Czech Republic) examines the area in terms of three

dimensions: demographic and social environment; economic activity, unemployment; incompleteness of

family and malfunction of the family and its threats.

25

Petr Šafránková & Hrbáčková / Teacher Self-Efficacy within the Context of Socially…

Research file consisted of 245 teachers (204 women and 41 men), out of it 105 from the Central

Bohemia region, 76 from the Moravian-Silesian region and 64 teachers from the Vysočina region.

Teachers within the range of age from 40 to 59 years (159 teachers in total) were most represented.

The least represented group included teachers under the age of 25 years (5 teachers) and teachers

above the age of 60 years (14 teachers). The biggest group included teachers having experiences of

above 21 years (120 teachers), on the contrary the smallest group included teachers, who are

employed for their first year (8 teachers) or teachers having experiences of 1–2 years (8 teachers).

The research file consists of 177 teachers, who had experiences (during the past ten years) in

education of socially disadvantaged pupils, and 68 teachers, who did not have this experience. We do

not consider this research to be representative and results address only the selected set of teachers.

Questioning method and semantic differential methods were applied for the purposes of this

survey. In order to determine teacherś self-efficacy a questionnaire Teacher Self-efficacy Scale from

Gibson and Dembi (1984) was used and adapted and translated to the Czech education environment

by Greger (2011). It is a self-evaluating tool, by means of which teachers express their beliefs about

their abilities to solve certain teaching situations. We came from 16-item questionnaire18 divided into

two factors (PTE and GTE) during the research survey. A teacher rated his level of consent with given

characteristics on 6-point scale from “strongly agree” (6) to “strongly disagree” (1), this means the

higher point score is, the higher self-efficacy is. Received data were subjected to factor analysis with

the application of the method of main components and rotated solution (Direct Oblimin). Four items

were rejected due to low value of communality and/or high factor load in both factors (items No. 6,

7, 8 and 15). We used 12 items from the original 16 items. With application of the factor analysis we

confirmed that 12 items were decomposed into two factors, which corresponded with the area PTE

and GTE. Two extracted factors explain 53.95% variance. Factor 1 includes 7 items with a factor load

from .77 to .62 and explains 32.97% variance. This factor corresponds with the PTE area (teacherś

beliefs about his/her qualities), which determines beliefs in their ability to bring about positive pupils

and learning outcomes to have positive effect on learning and behaviour of pupils. Factor 2 includes

5 items with a factor load from .84 to .65 and explains 20.98% variance. All these items are

reversible. This factor corresponds with the GTE area ( potentiality of teaching perceived by a

teacher), which is focused on general findings, up to what extent in teacherś view teaching can

overcome unfavourable environmental effects and characteristics of pupils (lack of motivation, non-

stimulating family environment and the like). Cronbachś alpha reaches the value α = .76 for all 12

items, which indicates mean strong inner consistency. Factor 1 (PTE) achieves high inner consistency

α = .85, factor 2 (GTE) can be also considered as inner consistent (α = .78).

In order to determine how teachers perceive individual selected indicators relating to education of

socially disadvantage pupils, the method of semantic differential was applied. This method is

characterized with linking psycholinguistics, psychology of sensing and psychology of individual

cognizance together (Maršálová & Mikšík, 1990, pp. 294–300). This method was developed by

Osgood based on many analyses. They came from the assumption that a certain object conceals both

the denotative content and connotative content to an individual (Osgood, 1975, pp. 320–321).

Respondents were recording their cognizance of terms under assessment ( socially disadvantaged

pupil, pupil from culturally different family environment, inclusion, segregation, our school, me)19 on

18 The original questionnaire TES made by Gibson and Dembi (1984) was consisted of 30 items. Nevertheless,

for better quality in terms of educational measurements, it was reduced at 16 items (Henson, 2001).

19 The term of socially disadvantaged pupil (according to school legislation valid until 31. 8. 2016) and pupil

from a culturally different environment were chosen with respect to the investigated problem and with

respect to as possible close determination of these terms. Attention has been already paid to the term

socially disadvantaged pupil in this study (see above) a pupil from culturally different family environment

means according to the Czech education policy (“Rámcový vzdělávací,” 2013) an individual from various

minorities living in our country, with dissimilar ethnic and nationality origin, or possibly a pupil who came to

our country within migration (in particular a recognised refugees or asylum-seekers). The terms inclusion

and segregation are understood also in compliance with the Czech education policy (see, for example,

26

Petr Šafránková & Hrbáčková / Teacher Self-Efficacy within the Context of Socially…

7-point scale, formed by opposite adjectives. We applied the 2-factor semantic differential – ATER

( Attitudes towards Educational Reality) (Chráska, 2007, p. 221). Usually three factors are observed

for each term – factor of evaluation, factor of potency and factor of activity, which form a three-

dimensional semantic space (Chráska, 2007, p. 221). In view of the fact that factors of evaluation and

energy20 characterize significance, which we intended to investigate in relation to the issue of

education of socially disadvantaged pupils (i.e. individual significance of selected conceptual

indicators). That is why we worked with these two factors (see also Chráska, 2007). Bipolar scales of

individual factors were drawn from the original Osgoodś list, which quotes Chráska (2007, pp. 223–

224) in Czech version. Bipolar adjectives clean – dirty; weak – strong related to 10 bipolar scales

( ATER) were completed based on previous researches (e.g., Hladík, 2010; Šafránková & Kocourková,

2013b). In total, we worked with 12 bipolar scales (see below). Factor of evaluation (in conformity

with Osgood, 1975; Chráska, 2007) expresses up to what extent the term under assessment is

perceived by respondents as “good” (1) or “bad“ (7). Higher value in the given factor expresses more

negative assessment of selected term ( pleasant – unpleasant, clean – dirty, beautiful – ugly, bright –

dark, good - bad, sweat – sour). Factor of energy in the area of measuring of education reality shows

a relation of term with movement and changes (Chráska, 2007, p. 221). Higher value in the given

factor expresses assessment associated with lower movement towards change. On the contrary,

lower value represents assessment associated with expending more energy towards change

( demanding – undemanding, difficult – easy, strict – lenient, troubled – problem-free, weak – strong,

heavy – light). Factor analysis with rotation VARIMAXnorm was used to verify constructional validity of

scales. It was found out that factor 1 (evalution) included 6 bipolar scales with a factor load from .42

to .86. and factor 2 (energy) included 6 bipolar scales with a factor load from .41 to .93. Reliability

was determined with the use of Cronbachś alpha and reached the value α = .70.

We used descriptive statistics (mean value and standard deviation) in order to determine a level of

perceived teachersśelf-efficacy (and perceived level of teachersśelf-efficacy in areas of perceived

efficacy). Using the one-factor analysis of variance (ANOVA) we investigated the differences in the

teachersśelf-efficacy depending on the region where teachers work. We applied the independent

samples t-test to discover what are the differences in perceived level of teachersśelf-efficacy

dependent on teacherséxperiences in education of socially disadvantaged pupils. We verified

relation between the perceived level of teachersśelf-efficacy, length of their education practice and

age of teachers, as well as connection of perceived level of teachersśelf-efficacy with assessment of

selected conceptual indicators that relate to educating socially disadvantaged pupils, with the

Pearsonś correlation coefficient. Testing was performed in the IBM SPSS Statistics (V21.0.0)

program.

3.3 Research survey results

The level of perceived teachers’ self-efficacy (TS) employed at selected primary schools (table

below) reaches an average value M = 3.67 points, SD = .44 (on the 1–6 scale). Their assessment of

self-efficacy is slightly above the mean value. Teachers tend to think that they can rather influence

learning and behaviour of pupils.

Teacherś beliefs about his/her capabilities (PTE) show a higher average value (M = 4.06, SD = .60)

than teacherś perception of potentiality of teaching (GTE), which reaches an average value M =

“Strategie Vzdělávací Politiky,” 2014; “Akční plán inkluzivního,” 2016). We were also interested within the

context of perception of semantic closeness of individual terms in how teachers perceive the term me and

our school or as the case may be terms, which are more closely linked to the teacherś profession and

personality.

20 Our research is based on the research tool ATER in which the factor of energy is considered in the link with

the factor of activity and potency (it means, it is analogous to mechanical energy = potential energy +

kinetic energy). In this context the energy factor indicates the extent to which respondents have given the

term associated with exertion, difficulties or changes activity (Chráska, 2007, p. 228).

27

Petr Šafránková & Hrbáčková / Teacher Self-Efficacy within the Context of Socially…

3.14, SD = .79. Teachers´ beliefs about his/her capabilities to influence learning and behaviour of

pupils (PTE) are higher than general teachers’ conviction of possibility to overcome or reduce adverse

environment effects (GTE). We can observe that this general conviction is slightly under a mean

value, which means that teachers on average rather do not agree that based on teaching they can

overcome adverse factors laying outside them (GTE).

Table 1

Level of perceived teachersśelf-efficacy at selected primary schools

Self-efficacy

Minimum

Maximum

Mean

SD

GTE

1.00

6.00

3.14

.79

PTE

1.00

6.00

4.06

.60

TS

2.42

5.00

3.67

.44

We can observe (table below) at the same time that assessment of teacherś self-abilities to

influence learning and behaviour of a pupil (PTE) correlates with teacherś conviction of possibilities

to overcome adverse environment effects (GTE). This means that the higher teacherś conviction of

his/her own abilities to influence learning and behaviour of pupils (PTE) is, the lower their conviction

of possibilities to overcome or reduce adverse environment effects (GTE) is and the other way

around (r = -.16, p < .05).

Table 2

Connection between teacherś conviction of his/her own abilities (PTE) and conviction of possibility to

overcome adverse environment effects (GTE)

Self-efficacy

PTE

GTE

PTE

-

-

GTE

-.16*

-

Note. *= Differences are significant at the .05 level.

Perception of teachersśelf-efficacy (TS) in selected regions is not different significantly in terms of

statistics (p = .94). Selected teachers show a similar level of self-efficacy (table below) in the Central

Bohemia region, Vysočina region and Moravian-Silesian region. Mean values are within the range

from M = 3.66 to M = 3.68 points. Teachers at selected schools in the Moravian-Silesian region,

Vysočina region and Central Bohemia region perceive the level of self-efficacy in the area of

potentiality of teaching (GTE) (p = .20). Average values are within the range from M = 3.04 to

M = 3.24 points, which indicates that teachers in all three regions on average rather disagree that

their teaching can overcome adverse external factors. Average values of teacherś conviction of

his/her abilities (PTE) reach values from M = 3.99 to M = 4.10 points in all three regions. In contrast

to the level of self-efficacy in the area of potentiality of teaching (GTE) teachers’ conviction of own

abilities (PTE) is higher at selected schools this conviction of selected teachers does not differ in

terms of statistics in individual regions (p = .42).

Table 3

Perception of teachers’ self-efficacy in selected regions

GTE

PTE

TS

Selected regions

Mean

SD

Mean

SD

Mean

SD

Central Bohemia region

3.24

.73

3.99

.54

3.68

.43

Vysočina region

3.04

.97

4.10

.71

3.66

.43

Moravian-Silesian region

3.08

.69

4.10

.57

3.67

.47

The level of perceived self-efficacy (TS) correlates positively with age of teachers at selected schools

(r = .14, p = .03) and also with length of their education practice (r = .15, p = .02). The level of

28

Petr Šafránková & Hrbáčková / Teacher Self-Efficacy within the Context of Socially…

teachersśelf-efficacy (TS) employed at selected primary schools (table below) is increasing together

with age and length of education experience.

Table 4

Relation between perceived teachers’ self-efficacy, length of their education experience and age of

teachers at selected primary schools

Selected variables

TS

Age

Experience

TS

-

.14*

.15*

Age

-

.82**

Experience

-

Notes. *= Differences are significant at the .05 level. **= Differences are significant at the .01 level.

The level of perceived teachers’ self-efficacy (TS) employed at selected primary schools is not

dependent, whether a teacher had experience (during the past ten years) in educating socially

disadvantaged pupils (p = .27). Teachers, who had experience in educating socially disadvantaged

pupils, perceive their self-efficacy (TS) like (M = 3.65, SD = .44) teachers, who do not have this

experience (M = 3.72, SD = .42). Teacherséxperiences in educating socially disadvantaged pupils do

not show in individual areas of self-efficacy (PTE/GTE). Beliefs about own qualities to have positive

impact on pupils’ results (PTE) achieve a comparable level (p = .97) at teachers, who have experience

in educating socially disadvantaged pupils (M = 4.06, SD = .64), like at teachers, who do not have this

experience (M = 4.06, SD = .45). Disregarding experience in educating socially disadvantaged pupils

teachers are in accord that they do not have such possibilities to overcome adverse environment

effects and characteristics of pupils (GTE) based on teaching. Teachers, who have experience in

educating socially disadvantage pupils, reach average value M = 3.09 (SD = .82) and teachers, who do

not have this experience, reach average value M = 3.25 (SD = .70). Differences in assessment of

potentiality of teaching to overcome unfavourable family environment of pupils (GTE) are not

significant in terms of statistics (p = .27).

Table 5

Differences in perception of teachers’ self-efficacy dependent on experience in educating socially

disadvantaged pupils

Self-efficacy

Experience

Mean

SD

SE

No

3.25

.70

.09

GTE

Yes

3.09

.82

.06

No

4.06

.45

.06

PTE

Yes

4.06

.64

.05

No

3.72

.42

.05

TS

Yes

3.65

.44

.03

The level of perceived self-efficacy (TS) at selected teachers correlates significantly21 with

assessment of conceptual indicator of socially disadvantaged pupil (r = .33, p < .01) and with

assessment of conceptual indicator pupil from a culturally different environment (r = .18, p < .01).

The higher self-efficacy (TS) is, the more positive the teachers’ assessment of the term socially

disadvantaged pupil and pupil from culturally different environment is (and the other way around).

More positive assessment of conceptual indicator socially disadvantage pupil is evident at teachers,

who believe that they can overcome adverse pupilś environment through teaching (GTE) (r = .29,

21 We kept the line of assessment on the overall rate of perceived self-efficacy (TS) in relation to individual

terms and consecutively in partial areas (GTE and PTE) in relation to selected terms at assessing connections

between perceived level of teachers’ self-efficacy and assessment of selected conceptual indicators relating

to education of socially disadvantaged pupils. We intended in particular to capture the level of self-efficacy

in relation to assessment of selected terms, not primarily assessment of selected terms.

29

Petr Šafránková & Hrbáčková / Teacher Self-Efficacy within the Context of Socially…

p < .01). Assessment of self-abilities in relation to influencing of learning and behaviour of pupils

(PTE) is not connected with assessment of the conceptual indicator socially disadvantaged pupil

(r = .12, p = .06). On the contrary, there is evident a connection with assessment of self-abilities to

influencing of behaviour and learning of pupils (PTE) (r = .15, p = .02) at assessing the conceptual

indicator pupil from culturally different environment. Assessment of this term is not connected with

teacherś beliefs about possibility to overcome or reduce adverse external factors (GTE) (r = .07,

p = .31).

The level of perceived self-efficacy (TS) correlates significantly with the conceptual indicator

inclusion (r = .26, p < .01). Assessment of the conceptual indicator inclusion is associated both with

assessment of self-abilities to influencing of behaviour and learning of pupils (PTE) (r = .14, p = .03) as

well as with teacherś beliefs about possibility to overcome or reduce adverse natural pupilś

environment (GTE) (r = .20, p < .01).

Assessment of the conceptual indicator our school (r = .23, p < .01) and the conceptual indicator me

(r =.18, p < .01) is associated with the level of perceived self-efficacy (TS). Teachers, who achieve a

higher level of self-efficacy (TS), assess at the same time the term me and the term our school more

positively. The higher the level of teachers’ self-efficacy (TS) is, the more positive their assessment of

themselves (the conceptual indicator me) and the term our school is. More positive assessment of

the conceptual indicator me and the conceptual indicator our school is evident in case of higher

assessment of self-abilities in relation to influencing of a pupil (PTE). Teachers, who believe in their

self-abilities to influence learning and behaviour of pupils positively (PTE), assess the conceptual

indicator me (r = .20, p < .01) and the conceptual indicator our school (r = .27, p < .01) more

positively. Teachersópinion up to what extent they can overcome through teaching adverse

environment effects and characteristics of pupils (GTE) is not associated with assessment of the

conceptual indicator me (r = .02, p = .75) nor with assessment of the conceptual indicator our school

(r = .02, p = .82).

The level of self-efficacy (TS) is not associated with assessment of the conceptual indicator

segregation (r = -.07, p = .28). The way how teachers assess their self-efficacy (TS) is not reflected

into assessment of the term segregation. Assessment of the conceptual indicator segregation is not

associated with teachers’ beliefs about their own qualities to influence learning and behaviour of

pupils (PTE) (r = .06, p = .35), but on the contrary it is associated with finding, to what extent (in

teacherś opinion) teaching can overcome adverse environment effects and characteristics of pupils

(GTE) (r = -.17, p = .01). The more teachers at selected primary schools are convinced that they can

overcome or at least reduce adverse factors laying outside teachers (GTE) through teaching, the

more negative their assessment of the term segregation is.

Table 6

Connection between perceived teachers’ self-efficacy and their assessment of selected conceptual

indicators in the factor of assessment

Conceptual indicators

GTE

PTE

TS

Socially disadvantaged pupil

.29**

.12

.33**

Pupil from culturally different environment

.07

.15*

.18**

Inclusion

.20**

.14*

.26**

Segregation

-.17**

.06

-.07

Our school

.02

.27**

.23**

Me

.02

.20**

.18**

Notes. *= Differences are significant at the .05 level. ** = Differences are significant at the .01 level.

Level of perceived self-efficacy (TS) at selected teachers correlates negatively with assessment of

the conceptual indicator socially disadvantaged pupil at the energy factor (r = -.20, p < .01).

Teachers with a higher level of perceived self-efficacy (TS) link the term socially disadvantaged pupil

30

Petr Šafránková & Hrbáčková / Teacher Self-Efficacy within the Context of Socially…

to a lower level of expended energy. This connection is evident at assessing potentiality of teaching

to overcome adverse pupilś natural environment (GTE) (r = -.26, p < .01). The less teachers at

selected primary schools believe that they can overcome adverse environment effects and

characteristics of a pupil (GTE) through teaching, the more they associate the term of socially

disadvantaged pupil with expending energy towards change (effort) (or more precisely the higher

teachers’ conviction of possibilities to overcome adverse external factors is, the less they associate

the term of socially disadvantaged pupil with making some effort). Assessment of self-abilities to

influencing of learning and behaviour of pupils (PTE) is not connected with assessment of the

conceptual indicator socially disadvantaged pupil (r = .01, p = .99) at the energy factor.

Connection between teachers’ self-efficacy (TS) employed at selected primary schools and their

assessment of the conceptual indicators pupil from a culturally different environment (r = -.02,

p = .81), inclusion (r = -.02, p = .74), segregation (r = .09, p = .16), our school (r = -.02, p = .70), me

(r = .02, p = .77) was not proved at the energy factor. The way how teachers at selected primary

schools assess the level of self-efficacy (whether assessment of self-abilities, behaviour and learning

of pupils or assessment of possibilities how to overcome adverse natural pupilś environment is

concerned) is not associated up to what extent they associate selected terms ( inclusion, segregation,

our school, pupil from culturally different environment or me) with attempt or quantity of expended

energy.

Table 7

Connection between perceived teachers’ self-efficacy and their assessment of selected conceptual

indicators in terms of the energy factor

Conceptual indicators

GTE

PTE

TS

Socially disadvantaged pupil

-.26**

-.01

-.20**

Schoolchild from culturally different environment

-.02

-.01

-.02

Inclusion

-.07

.02

-.02

Segregation

.03

.12

.09

Our school

.09

-.10

-.02

Me

.04

.01

.02

Notes. *= Differences are significant at the .05 level. **= Differences are significant at the .01 level.

4

Summary and discussion

Our research was focused on findings what is the relation between perceived teachers’ self-efficacy

at primary schools and selected factors associated with educating of socially disadvantaged pupils.

We found out that teachers employed at selected primary schools believed more in their education

capabilities to influence on learning and behaviour of pupils (PTE) than in their possibilities to

affect adverse effects of external environment (GTE). Teachers on average rather agree that they

have qualities to influence learning and behaviour of pupils (PTE), although they tend to think that

based on education they can overcome adverse factors laying outside them (GTE) in lower extent,

i.e. lack of motivation, non-stimulating family background of pupils etc. Similarly, teachers achieve

higher score in the area of PTE contrary to the area of GTE in a number of other researches, or as the

case may be they have beliefs about their education qualities in relation to education and upbringing

of pupils than about their possibilities to compensate adverse effects of external environment (e.g.,

Cerit, 2010; Gavora, 2011; Gavora & Majerčíková, 2012; Graham, 2011; Gorrell & Hwang, 1995;

Greger, 2011).

It is interesting that the more teachers from selected primary schools are convinced of their own

qualities to influence learning and behaviour of pupils (PTE), the less they are convinced that they

can overcome adverse environment effects (GTE). It is possible that they come to realize more

strongly impact of natural environment of pupils (fundamental impact of family on behaviour and

31

Petr Šafránková & Hrbáčková / Teacher Self-Efficacy within the Context of Socially…

learning of pupils), even though they are convinced of their possibilities to influence learning and

behaviour of pupils (PTE). We would expect that teachers, who are convinced of their own qualities

to influence learning and behaviour of pupils (PTE), are also convinced that they can overcome

adverse environment effects (GTE).

Every life period places various demands on abilities to function successfully, which is also reflected

into dynamics of perceived teachers’ self-efficacy. The level of perceived self-efficacy (TS) correlates

positively with age of teachers and also with length of their education practice. It is obvious that the

level of teachersśelf-efficacy (TS) employed at selected primary schools is increasing together with

age and length of education experience. It is not surprising that together with gained experiences

(professional and life experiences) their beliefs about self-abilities and their conviction of possibilities

to influence learning and behaviour of pupils grow. Education experience can contribute up to

certain extent that teachers of selected primary schools have higher certainty (this means that they

probably know their possibilities and limits) in that they can affect learning and behaviour of a pupil

(see also Bandura, 1994; Ďurkovičová, 2013).

It follows at the same time from the research results that the level of perceived self-efficacy of

teachers (TS) employed at selected primary schools is not dependent on teachers’ experience in

education of socially disadvantaged pupils. Teachers, who have experience in educating socially

disadvantaged pupils, perceive their self-efficacy (TS) like teachers, who do not have this experience.

Disregarding experience of teachers in education of socially disadvantaged pupils, teachers from

selected primary schools have comparable level of beliefs about their own capabilities to influence

learning and behaviour of pupils (PTE) and they hold similar view that they rather cannot overcome

adverse external effects (GTE) through teaching. It follows indirectly from these results that even

though education experience and age of a teacher at selected primary school are to some extent

reflected into teacherś beliefs about self-efficacy, this experience does not need to be connected

with education of socially disadvantaged pupils. We suppose that experiences, which result from

various education situations that teachers solve at the course of their everyday education practice,

are concerned. In fact, any experience is reflected into the perceived level of self-efficacy (and it does

not need to be connected with education of socially disadvantaged pupil). Conclusions from some

researches give evidence that substitute experience and social pressure can have effect on conviction

of teachers to overcome adverse external environment effects (GTE) (Watters & Ginns, 1995) and

teacherś beliefs about his/her own abilities to influence learning and behaviour of pupils (PTE) are

rather affected by actual education experience (Housego, 1992; Hoy & Woolfolk, 1990).

It is not surprising in continuity of previous findings that teachers’ self-efficacy (TS) does not differ

significantly at selected primary schools depending on region, where teachers are employed.

Teachers have comparable level of beliefs about their abilities to influence learning and behaviour of

pupils (PTE) disregarding whether a region reports the smallest, average or highest level of children

in danger in all selected regions (Central Bohemia region, Vysočina region and Moravian-Silesian

region). They are in accord that they can overcome in smaller extent adverse environment effects

laying outside them (GTE) through teaching. In consideration that experiences in education of socially

disadvantaged pupils are not reflected significantly into the level of teachers’ self-efficacy we are not

surprised that there are not significant differences in teachers’ self-efficacy in selected regions with

different level of social disadvantage (where this experience can play principal role).

Research results indicate that perceived teachers’ self-efficacy at selected primary schools is

associated with assessment of conceptual indicators relating to education of socially

disadvantaged pupils. This connection (with assessment of conceptual indicators that relate to

educating of socially disadvantaged pupils) occurs differently according to what area of perceived

self-efficacy is concerned (GTE/PTE) and according to significance (factor) of assessment (whether

assessment of positive/negative significance of given term is concerned, i.e. factor of evaluation, or

assessment associated with making certain effort/energy towards change, i.e. energy factor, is

concerned). Tschannen-Moran, Woolfolk Hoy and Hoy (1998) states that teachers with high level of

32

Petr Šafránková & Hrbáčková / Teacher Self-Efficacy within the Context of Socially…

perceived self-efficacy (TS) tend to individual approach towards individuals in need of specific

support. However, we can only assume within this context that results of assessment of individual

terms by means of a semantic differential can predict willingness/unwillingness of respondents

aimed at certain activity22. Similarly, Guskey (1984) states that higher level of perceived self-efficacy

has effect besides others on positive attitudes towards education.

Perception of teachers’ self-efficacy (TS) is associated with assessment of conceptual indicators

socially disadvantaged pupil, pupil from culturally different environment, inclusion, our school and

conceptual indicator me. This means that the higher level of perceived teachers’ self-efficacy at

selected primary schools (TS) is, the more positive their assessment of the term socially

disadvantaged pupil, pupil from culturally different environment, the term of inclusion, our school

and the conceptual indicator is. The level of perceived self-efficacy (TS) is not associated with how

teachers from selected primary schools assess the term segregation. Similarly also other researches

(e.g., Soodak, Podell,   & Lehman, 1998; Weisel & Dror, 2006) confirm influence of perceived teacherś self-efficacy on positive/negative attitude towards inclusion.

Teacherś beliefs about possibilities to overcome or reduce adverse pupilś environment (GTE) are

associated with assessment of the term socially disadvantaged pupil, of the terms inclusion and

segregation. The more teachers at selected primary schools are convinced of possibilities to

overcome or reduce adverse external factors (GTE), the more they assess positively the term of

socially disadvantaged pupil, the term of inclusion, and asses more negatively the term of

segregation. It is not surprising from this view that teachers from selected primary schools are

convinced that they cannot influence adverse environment effects and characteristics of a pupil

(GTE) through education and they may associate education of socially disadvantaged pupils with

unpleasant feelings and negative perception of these pupils.

It turned out that conviction of teachers from selected primary schools of their own qualities to

affect learning and behaviour of pupils (PTE) was associated with assessment of the terms pupil from

culturally different environment, inclusion, our school and with assessment of himself/herself (the

conceptual indicator me). The more teachers from selected primary schools are convinced of their

own qualities to affect learning and behaviour of pupils (PTE), the more they assess positively the

terms pupil from culturally different environment, inclusion, our school and the term me. If a teacher believes in his/her own qualities, there is a probability that he/she associates school, where

he/she is employed, with positive assessment and he/she perceives himself/herself positively.

The level of perceived conviction of teachers’ self-abilities (PTE) at selected primary schools does not

relate to assessment of terms socially disadvantaged pupil and segregation. Perception of the term

of segregation is not probably unequivocal and a lot of other factors will play a role. It is obvious that

teachers from selected primary schools, who have higher beliefs about their qualities (PTE) perceive

differently significance of terms socially disadvantaged pupil and pupil from culturally different

environment. Even though teachers are convinced of their own capabilities to influence learning and

behaviour of a pupil (PTE), they assess the term of socially disadvantaged pupil differently (both

positively and negatively). Their conviction in this regard is not associated with perception of the

term of socially disadvantaged pupil. It could occur due to the fact that perception of socially

disadvantaged pupils is affected for the most part by other variables, for example education

experience, which is connected with teachers’ self-efficacy at selected primary schools (TS).

The level of perceived self-efficacy is associated significantly with assessment of conceptual

indicators relating to education of socially disadvantaged pupils at the factor of evaluation, i.e. in

positive or negative sense. It is then associated in lower extent with assessment of conceptual

indicators at the energy factor, i.e. whether teachers associate the term with expending of more or

22 We assume that the method of semantic differential measures the attitudes (consisting of cognitive,

emotional and conative components) individuals to a particular concept.

33

Petr Šafránková & Hrbáčková / Teacher Self-Efficacy within the Context of Socially…

less energy towards change. This connection appears only at assessing the term of socially

disadvantaged pupil (in the GTE area).

Teachers with a higher level of perceived self-efficacy (TS) link the term socially disadvantaged pupil

to a lower level of expended energy. This connection appears distinctly in the area of potentiality of

teaching (GTE). This means that the lower teachers’ conviction of possibilities to overcome adverse

external factors (GTE) at selected primary schools is, the more they associate the term of socially

disadvantaged pupil with making certain effort. Selected primary school teachers’ conviction of

possibilities to overcome or reduce adverse effects of family environment (GTE), as well as teachers’

beliefs about their own abilities to influence learning and behaviour of pupils (PTE), are not

associated at all with assessment of the term of pupil from culturally different environment, inclusion,

segregation, our school nor with the conceptual indicator me.

Teachers from selected primary schools associate the terms relating to education of socially

disadvantaged pupils with various power intensity (expending energy). Their conviction of their own

qualities to influence school results and learning of pupils (PTE) is not associated with whether they

connect selected terms with making certain effort.

Teachers’ conviction of their own qualities to influence learning and behaviour of pupils is connected

with other factors than with perception of significance of terms at the energy factor (certain

movement towards change). It is obvious from results that this conviction is rather connected with

positive or negative perception of selected conceptual indicators (at the factor of evaluation).

At conclusion, we can claim that perceived teachers’ self-efficacy (TS) is connected significantly with

all selected terms, apart from the conceptual indicator of segregation. We discover at the same time

that perceived teachersśelf-efficacy at selected primary schools is connected very significantly with

assessment of the conceptual indicator inclusion, where it is obvious that the higher perceived

teachers’ self-efficacy is (in the area GTE and PTE), the more positive the assessment of the

conceptual indicator inclusion is. When we investigate individual areas of perceived self-efficacy in

more details, we find out that this connection is present differently in each area (GTE and PTE). The

term of socially disadvantaged pupil is connected significantly with up to what extent teachers at

selected primary schools have beliefs about their possibilities to overcome unfavourable effects

laying outside them (GTE), for example poor abilities of a pupil or unfavourable family environment

of a pupil, while the term of pupil from culturally different environment is connected significantly

with teachers’ beliefs about their own qualities (PTE). The more teachers from selected primary

schools are convinced of their own qualities to affect learning and behaviour of pupils (PTE), the

more they assess positively the terms pupil from culturally different environment, inclusion, our

school and the conceptual indicator me. There is a probability that positive conviction of self-abilities

will reflect into positive perception of the term of inclusion, but also into positive assessment of

school or himself/herself. On the other side, we can expect positive perception of the term socially

disadvantaged pupil at teachers, who are more convinced of possibilities to overcome adverse

environment effects (GTE).

We can deduce indirectly from results that teacherś beliefs about himself/herself can be reflected

into perception of others in this case pupils, with whom a teacher works, where it is important

whether perception of his/her own qualities (PTE) or of possibilities to overcome adverse

environment effects (GTE) is concerned. It is obvious from our research that experience in education

of socially disadvantaged pupils is not too reflected into perceived teachers’ self-efficacy at selected

primary schools, nevertheless it cannot be excluded that this experience is reflected into assessment

of terms relating to education of socially disadvantaged pupils (at the factor of evaluation), which is

closely connected with perceived teachersśelf-efficacy. If a teacher is convinced of his/her self-

efficacy, then he/she assesses selected conceptual indicators associated with education of socially

disadvantaged pupils more positively. According to discovered results and in conformity with Rogers

(Kirschenbaum & Henderson, 1989, p. 225) we believe that besides other things positive acceptance

34

Petr Šafránková & Hrbáčková / Teacher Self-Efficacy within the Context of Socially…

and teacherś beliefs about his/her qualities and possibilities to overcome adverse environment

effects, which in case of socially disadvantaged pupils can affect their education significantly, are

important for successful education of socially disadvantaged pupils.

References

Akční plán inkluzivního vzdělávání na období 2016–2020. (2016, September 1). Ministry of Education,

Youth

and

Sports

(MEYS).

Retrieved

from

http://www.vzdelavani2020.cz/images_obsah/dokumenty/apiv_2016_2018.pdf

Anderson, R. N., Greene, M. L., & Loewen, P. S. (1988). Relationships among teachers’ and students’

thinking skills, sense of efficacy, and student achievement. The Alberta Journal of Educational

Research, 34, 148–165.

Ardelt, M., & Eccles, J. (2001). Effects of mother’s parental efficacy beliefs and promotive parenting

strategies

on

inner-city

youth.

Journal

of

Family,

22(8),

944–72.

doi:10.1177/019251301022008001

Armor, D., Conroy-Oseguera, P., Cox, M., King, N., McDonnell, L., Pascal, A., … Zellman, G. (1976,

August) . Analysis of the school preferred reading programs in selected Los Angeles minority

schools.

RAND

Corporation.

Retrieved

from

https://www.rand.org/content/dam/rand/pubs/reports/2005/R2007.pdf

Ashton, P. T., & Webb, R. B. (1986). Making a difference: Teachers' sense of efficacy and student

achievement. New York: Longman.

Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological

Review, 84(2), 191–215.

Bandura, A. (1994). Self-efficacy. In V. S. Ramachaudran (Ed.), Encyclopedia of human behavior (Vol.

4, pp. 71–81). London: Elsevier, Inc. doi:dx.doi.org/science/article/pii/B9780123750006090030

Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.

Bandura, A. (1982). Self-efficacy mechanism in human agency. American Psychologist, 37(2), 122–

147. doi:10.1037//0003-066x.37.2.122

Bender, W. N., Vail, C. O., & Scott, K. (1995).Teachers’ attitudes toward increased mainstreaming:

implementing effective instruction for students with learning disabilities. Journal of Learning

Disabilities, 28(2), 87–94. doi:10.1177/002221949502800203

Bertrand, Y. (1998). Soudobé teorie vzdělávání. Praha: Portál.

Brownell, M. T., & Pajares, F. (1999). Teacher efficacy and perceived student success in

mainstreaming students with learning and behavior problems . Teacher Education and Special

Education, 22(3), 154–163. doi:10.1177/088840649902200303

Buell, M. J., Hallam, R., Gamel-Mccormick, M., & Scheer, S. (1999). A survey of general and special

education teachers’ perceptions and inservice needs concerning inclusion. International

Journal of Disability, Development and Education, 46(2), 143–156.

Cantrell, S. C., & Callaway, P. (2008). High and low implementers of content literacy instruction:

Portraits of teacher efficacy. Teaching and Teacher Education: An International Journal of

Research and Studies, 24(7), 1739–1750. doi:10.1016/j.tate.2008.02.020

Cerit, Y. (2010). Teacher efficacy scale: The study of validity and reliability and preservice classroom

teachers‘ self efficacy beliefs. Journal of Theory and Practice in Education, 6(1), 68–85.

Cheung, H. Y. (2008). Teacher efficacy: A comparative study of Hong Kong and Shanghai primary

inservice

teachers.

Australian

Educational

Researcher,

35(1),

103–123.

doi:10.1007/BF03216877

35

Petr Šafránková & Hrbáčková / Teacher Self-Efficacy within the Context of Socially…

Chráska, M. (2007). Metody pedagogického výzkumu. Praha: Grada.

Ďurkovičová, S. (2013). Úroveň profesijnej zdatnosti vnímanej študentmi špeciálnej pedagogiky [Pre-

Service Educational Teacher ́s Self-Efficacy]. Pedagogika.sk, 4(4), 299–320.

Gavora, P. (2008). Profesijná zdatnosť vnímaná učiteľom. Adaptácia výskumného nástroja.

Pedagogická

revue,

50(3–4).

Retrieved

from

http://www.e-

metodologia.fedu.uniba.sk/kapitoly/ziskanie-hodnotnych-dat/adaptacia-vyskumneho-

nastroja.pdf

Gavora, P. (2010). Slovak pre-service teacher self-efficacy: Theoretical and research considerations.

The New Educational Review, 21(3), 17–30.

Gavora, P. (2011). Measuring self-efficacy of in-service teachers in Slovakia. Orbis Scholae, 5(2), 79–

94.

Gavora, P., & Majerčíková, J. (2012). Vnímaná zdatnosť (self-efficacy) učiteľa: oblast vyučovania a

oblasť spolupráce s rodičmi [Teacher self-eficacy in instruction and in parent involvement].

Pedagogická orientace, 22(2), 205–221. doi:10.5817/PedOr2012-2-205

Gibson, S., & Dembi, M. (1984). Teacher efficacy: A construct validation. Journal of Educational

Psychology, 76(4), 569–582.

Gillernová, I., Kebza, V., & Rymeš, M. (2011). Psychologické aspekty změn v české společnosti: Člověk

na přelomu tisíciletí. Praha: Grada.

Gorell, J., & Hwang, Y. (1995). A study of efficacy beliefs among preservice tea-chers in Korea. Journal

of Research and Development in Education, 28(2), 101–105.

Grahan, S. (2011). Self-efficacy and academic listening. Journal of English for Academic Purposes,

10(2), 113–117. doi:10.1016/j.jeap.2011.04.001

Greger, D. (2011). Jak čeští učitelé hodnotí vlastní efektivitu? Adaptace zahraničního dotazníku.

Referát na konferenci ČAPV, Brno.

Guskey, T. R. (1984). The influence of change in instructional effectiveness upon the affective

characteristics of teachers . American Educational Research Journal, 21(2), 245–259.

Guskey, T. R. (1988). Teacher efficacy, self-concept, and attitudes toward the implementation of

instructional innovation. Teaching and Teacher Education, 4(1), 63–69. doi:10.1016/0742-

051X(88)90025-X

Guskey, T. R., & Passaro, P. D. (1994). Teacher efficacy: A study of construct dimensions. American

Educational Research Journal, 31(3), 627–643. doi:10.3102/00028312031003627

Henson, R. (2001, January 21). Teacher self-efficacy: Substantive implications and measurement

dilemmas.

University

of

Kentucky.

Retrieved

from

http://www.uky.edu/~eushe2/Pajares/EREkeynote.PDF

Hladík, J. (2010). Konstrukce a modely multikulturních kompetencí [Construction and models of

multicultural competences]. Pedagogická orientace, 20(4), 27–47.

Housego, B. (1992). Monitoring student teachers’ feelings of preparedness to teach, personal

teaching efficacy, and teaching efficacy in a new secondary teacher education program.

Alberta Journal of Educational Research, 38(1), 49–64.

Hoy, W. K., & Woolfolk, A. E. (1990). Socialization of student teachers. American Educational

Research Journal, 27(2), 279–300. doi:10.3102/00028312027002279

Janoušek, J. (1992). Sociálně kognitivní teorie Alberta Bandury. Českosloveská psychologie, 36(5),

385–398.

36

Petr Šafránková & Hrbáčková / Teacher Self-Efficacy within the Context of Socially…

Kirschenbaum, H., & Henderson V. L. (1989). Carl Rogers – dialogues: Conversations with Martin

Buber, Paul Tillich, B. F. Skinner, Gregory Bateson, Michael Polanyi, Rollo May, and others.

Boston: Houghton Mifflin.

Klassen, R. M., Tze, V. M. C., Betts, S. M., & Gordon, K. A. (2011). Teacher efficacy research 1998-

2009: Signs of progress of unfulfilled promise? Educational Psychology Review, 23(21), 21–43.

doi:10.1007/s10648-010-9141-8

Mareš, J. (2013). Nevhodné chování učitelů k žákům a studentům [Teachers´ misbehavior towards

pupils and students]. Studia paedagogika, 18(1), 7–36. doi:10.5817/SP2013-1-2

Maršálová, L., & Mikšík, O. (1990). Metodológia a metódy psychologického výskumu. Bratislava:

Slovenské pedagogické nakladateľstvo.

Midgley, C., Feldlaufer, H., & Eccles, J. (1989). Change in teacher efficacy and student self- and task-

related beliefs in mathematics during the transition to junior high school. Journal of

Educational Psychology, 81(2), 247–258. doi:10.1037/0022-0663.81.2.247

Milner, H. R., & Woolfolk Hoy, A. (2003). A case study of an African American teacher’s self-efficacy,

stereotype threat, and persistence. Teaching and Teacher Education, 19(2), 263–276.

doi:10.1016/S0742-051X(02)00099-9

Onafowora, L. L. (2005). Teacher efficacy issues in the practice of novice teachers. Educational

Research Quarterly, 28(4), 34–43.

Osgood, C. E. (1975). The measurement of meaning. Urbana: University of Illinois Press.

Pajares, F. (2002). Overview of social cognitive theory and of self-efficacy . University of Kentucky.

Retrieved from http://www.des.emory.edu/mfp/eff.html

Průcha, J., Walterová, E., & Mareš, J. (2009). Pedagogický slovník. Praha: Portál.

Rámcový vzdělávací program pro základní školy. (2013, September 1). Ministry of Education, Youth

and

Sports

(MEYS).

Retrieved

from

http://www.msmt.cz/vzdelavani/zakladni-

vzdelavani/ucebni-dokumenty

Ross, J. A. (1992). Teacher efficacy and the effect of coaching on student achievement. Canadian

Journal of Education, 17(1), 51–65. doi:10.2307/1495395

Ross, J. A. (1994). The impact of an inservice to promote cooperative learning on the stability of

teacher efficacy. Teaching and Teacher Education, 10(4), 381–394. doi:10.1016/0742-

051X(94)90020-5

Ross, J. A., & Bruce, C. D. (2007). Teacher self-assessment: A mechanism for facilitating professional

growth. Teaching and Teacher Education, 23(2), 146–159. doi:10.1016/j.tate.2006.04.035

Rovný přístup ke vzdělávání v České republice: Situace a doporučení. (2014, February 28). Czech

School

Inspectorate.

Retrieved

from

http://www.csicr.cz/Prave-menu/Mezinarodni-

setreni/Prekonavani-skolniho-neuspechu/Rovny-pristup-ke-vzdelavani-v-CR-situace-a-doporu

Rutter, M. (1990). Psychosocial resilience and protective mechanisms. In J. Rolf, A. S. Masten, D.

Cicchetti, K. H. Nuechterlein, & S. Weintraub (Eds.), Risk and Protective Factors in the

Development of Psychopathology (pp. 181–214). Cambridge: Cambridge University press.

doi:10.1017/cbo9780511752872.013

Šafránková, A., & Kocourková, V. (2013a). Analysis of the teachers’ attitudes and needs in relation to

socially disadvantaged pupils in the Czech Republic. Pedagogika.sk, 4(2), 144–159.

Šafránková, A., & Kocourková, V. (2013b). The teacher’s role in the reflection of social disadvantage.

e -Pedagogium, 4, 7–23.

37

Petr Šafránková & Hrbáčková / Teacher Self-Efficacy within the Context of Socially…

SocioFaktor, s.r.o. (2013). Sociodemografická analýza: Mapy rozložení ohrožení dětí a rodin v ČR.

Ministry

of

Labour

and

Social

Affairs

(MoLSA).

Retrieved

from

http://www.mpsv.cz/files/clanky/15675/SOCDEM_ANALYZA_OHROZENE_DETI.pdf

Soodak, L. C., Podell, D. M., & Lehman, L. R. (1998). Teacher, student, and school attributes as

predictors of teachers' responses to inclusion. The Journal of Special Education, 31(4), 480–97.

doi:10.1177/002246699803100405

Starý, K., Dvořák, D., Greger, D., & Duschinská, K. (2012). Profesní rozvoj učitelů: Podpora učitelů pro

zlepšování výsledků žáků. Praha: Karolinum.

Strategie vzdělávací politiky České republiky do roku 2010. (2014, July 9). Ministry of Education,

Youth and Sports (MEYS). Retrieved from http://www.vzdelavani2020.cz/

Tedeschi, R. G., & Calhoun, L. G. (1995). Trauma and transformation: Growing in the aftermath of

suffering. Thousand Oaks: Sage.

Tschannen-Moran, M., Woolfolk Hoy, A., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and

measure. Review of Educational Research, 68(2), 202–248. doi:10.3102/00346543068002202

Watters, J. J., & Ginns, I. S. (1995, April 22-25). Origins of, and changes in preservice teachers science

teaching efficacy. CORE. Retrieved from https://core.ac.uk/download/pdf/10873890.pdf

Weisel A, & Dror O. (2006). School climate, sense of efficacy and Israeli teachers’ attitudes toward

inclusion of students with special needs. Education, Citizenship and Social Justice, 1(2), 157–

74. doi:10.1177/1746197906064677

Wertheim, CH., & Leyser, Y. (2002). Efficacy beliefs, background variables, and differentiated

instruction of Israeli prospective teachers. The Journal of Educational Research, 96(1), 54–63.

doi:10.1080/00220670209598791

Webb, R., & Ashton, P. T. (1987). Teachers' motivation and the conditions of teaching: A call for

ecological reform. In S. Walker, & L. Barton (Eds.), Changing policies, changing teachers: New

directions for schooling? (pp. 22–40). Philadelphia: Open University Press.