Subject Teachers’ Perspectives on Teaching and Their Experience with Autonomy and Self-Efficacy in the Classroom

Autor: Milan S. Stančić, Andrea G. Gašić, Luka Đ. Nikolić
Jazyk: English<br />French<br />Russian<br />Serbian
Rok vydání: 2024
Předmět:
Zdroj: Inovacije u Nastavi, Vol 37, Iss 3, Pp 1-14 (2024)
Druh dokumentu: article
ISSN: 0352-2334
2335-0806
DOI: 10.5937/inovacije2403001S
Popis: The starting point in this paper is the view that the actualisation of teachers‘ beliefs about teaching, in other words, what teachers actually do in practice, is influenced by, among other things,the factors such as teachers‘ perception of autonomy in their work and self-efficacy in different areas of activity. Therefore, the goal of our research was to examine the connection between teachers‘perspectives on teaching, their experience of autonomy, and their experience of self-efficacy at work.The research sample consisted of 123 subject teachers from primary and secondary schools in Serbia. The Teaching Perspectives Inventory (TPI), Teacher Self-Efficacy Scale (TSES) and Teacher Autonomy Scale (TAS) were used to collect data. Descriptive statistics techniques and Pearson‘s correlation coefficient were used for data processing. Our findings show that teachers who feel more autonomous in their work also feel more efficient in various aspects of their teaching practice. When it comes to teaching perspectives, teachers with a more pronounced transmissive view of teaching feel a higher level of self-efficacy in the domain of classroom management. At the same time, these teachers have a lower score on the autonomy subscale in relation to the programme. In addition, it was determined that the teachers’ focus on the comprehensive development of students and on students’ different needs is accompanied by the feeling that they know how to include and motivate different students in class, as well as the feeling that their teaching and learning programmes are not limiting in this respect. Our conclusion is that teachers‘ views on teaching and their experiences of autonomy and self-efficacy in teaching practice are interconnected phenomena, which indicates not only the importance of raising awareness and transforming teachers‘ perspectives on teaching, but also the need to provide conditions that would facilitate these processes, which imply a greater autonomy of teachers in various aspects of their activities.
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