Educational organization staff's occupational self-efficacy: theoretical analysis and empirical research

Abstract

Introduction. Occupational self-efficacyof staff of educational organizations is an important factor in staff's work performance and mental health.Aim: to carry out theoretical and empirical analyses of professional self-efficacy of staff of educational organizations.Methods. Theoretical (analysis, systematization, generalization), empirical (Occupational Self-Efficacy Scale (short version), questionnaire-passport) and statistical methods (descriptive statistics, correlation analysis, analysis of variance (ANOVA)).Results. Educators' occupational self-efficacy is defined as a system of their subjective ideas about their ability to act successfully in situations related to teaching activities and other professional contexts, which have an evaluative nature and regulate educators' actions aimed at achieving work goals through the judgments about educators' ability to cope with work tasks.It was stated that educators had a weak (low-level) belief in their abilities to successfully perform work tasks. Occupational self-efficacy is related to staff's position and length of service as well as to the organization's age.Conclusions. The obtained data show the need for special psychological technologies to develop educators' occupational self-efficacy based on the research findings.