PROFESSIONAL IDENTITY OF THE FACULTY AND RAISING THEIR EFFICACY

Abstract

The article deals with an issue of interrelation of the faculty professional identity and the ways of increasing university teachers’ efficacy further. As never before tertiary education which is currently undergoing considerable shifts, is in need for those university teachers who are capable of arranging effective and smooth teaching process, ensuring measurable results and better learning outcomes for those who are getting their degree. In contrast to traditional and oftentimes no longer valid tools which are used in order to raise the faculty efficiency, the phenomenon of professional identity of university teachers may act as a principally new and viable instrument of achieving feasible results, providing more commitment on the faculty side, ensuring better learning outcomes, safeguarding university teachers’ greater degree of flexibility. Moreover, this way university teachers’ willingness to implement changes and innovations in their everyday work can be enhanced. Higher professional identity awareness can also promote more goal orientation when planning and streamlining their activities