STRUCTURAL-FUNCTIONAL ANALYSIS OF THE PHENOMENON OF SELF-EFFICACY OF A UNIVERSITY TEACHER

Abstract

The article reveals a concept of self-efficacy as ensuring professional and personal growth of a modern teacher. The relevance of studying this phenomenon in the context of new challenges that negatively affect the state of the individual, self-confidence and capabilities is substantiated. The task of the study is the structural and functional systematization of the phenomenon of teacher self-efficacy. Objectives of the study are determining the essence of self-efficacy, which is realized by establishing a correlation with the category of human potential; identification of structural components of self-efficacy that directly influence the improvement of the quality of professional activity. Solving these problems has practical significance, determines the parameters for the teacher’s comprehension and reflection of his potential and increases the possibility of its effective implementation in the educational process of a university. The systematization of the structural components of self-efficacy, implemented from the perspective of the social-cognitive approach, traditional for studying the stated phenomenon, as well as on the basis of the first applied emotional-cognitive approach, which indicated the role and place of positive emotions in the dynamics of self-efficacy and its management, determined the theoretical significance of the study. Determining the concept of “teacher self-efficacy”, as well as indicators of the formation of this phenomenon, constituted the scientific novelty of the study. As a result of the study, a conclusion is made about the feasibility of integrating socially required professionalism and personal self-efficacy. The relationship between the objective and subjective components of self-efficacy (professional competence and awareness of one’s competence) creates a synergistic effect and determines the teacher’s readiness for self-realization in the profession.