SELF-EFFICACY OF A HIGHER SCHOOL TEACHER IN THE CONTEXT OF SOCIOCULTURAL MODERNIZATION OF EDUCATION

Abstract

The article examines the category of self-efficacy, reflecting the sociocultural trends of modern society and education. Insufficient understanding of this phenomenon in the sphere of professional activity of a university teacher determined the relevance of the research topic. The purpose of the article is to substantiate self-efficacy as a significant factor in successful professional activity. The objectives of the study are to clarify the content specifics and indicators of self-efficacy in the context of realizing the human potential of a teacher, and to determine the motivational and need-based sphere of this phenomenon. The use of cognitive-personal and emotional-personal methodological approaches as complementary allowed establishing a correlation between the categories of personal self-efficacy and human potential, which constituted the scientific novelty of the study. As a result of the work, the interpretation of teacher self-efficacy as a personality trait that allows one to realize subjective potential in professionally significant activities is substantiated. This definition reflects the fundamental difference between the teaching profession, in which professional and personal properties are closely interconnected. Taking into account the above, the existing interpretation of the components of self-efficacy has been supplemented and clarified. The author concludes that differentiation of the concepts of human potential and competence as part of a teacher’s self-efficacy makes it possible to reveal the motivational and need-based sphere of this phenomenon, to substantiate its cognitive, emotional and activity indicators. The need to identify and create special conditions in an educational organization that promote personal self-realization in the teaching profession is identified as promising areas of research.