Izvorni znanstveni članak
https://doi.org/10.5673/sip.61.2.5
Some Determinants of Upper Secondary School Teachers’ Self-Efficacy for Teaching in Socio-Culturally Diverse Classrooms
Saša Puzić
; Institut za društvena istraživanja u Zagrebu, Hrvatska
Josip Šabić
orcid.org/0000-0002-8981-2560
; Institut za društvena istraživanja u Zagrebu, Hrvatska
Iris Marušić
orcid.org/0000-0003-4837-790X
; Institut za društvena istraživanja u Zagrebu, Hrvatska
Sažetak
This paper examines individual and contextual determinants of upper secondary school teachers’
self-efficacy for teaching in socio-culturally diverse classrooms. In doing so, this specific
aspect of teachers’ self-efficacy is related to diversity awareness and openness to experience
(individual aspect), as well as teachers’ assessment of school climate, and share of pupils of
minority nationalities (contextual aspect). The following research problems were formulated:
1) to examine the relations of teachers’ diversity awareness and openness to experience with
self-efficacy for teaching in socio-culturally diverse classrooms; 2) to explore the relations of
teachers’ assessment of school climate, and share of minority pupils in school with self-efficacy
for teaching in socio-culturally diverse classrooms; and 3) to examine possible moderation
effects of teachers’ assessment of school climate, and share of minority pupils on the relation
between self-efficacy for teaching in socio-culturally diverse classrooms from one side, and
diversity awareness and openness to experience from the other side. The data were collected
by an online questionnaire on 268 teachers from 20 upper secondary schools in the northern
part of Croatia. They were analysed by multiple hierarchical regression analysis. The findings
indicate that diversity awareness, openness to experience, positive school climate, and higher
share of minority pupils are positively correlated with teachers’ self-efficacy for teaching in
socio-culturally diverse classrooms. Moderation effects were not statistically significant, which
points to the conclusion that the relations of diversity awareness and openness to experience
with teachers’ self-efficacy do not depend on the analysed determinants of the school context.
Ključne riječi
teachers; self-efficacy; diversity awareness; openness to experience; diversity in the school context
Hrčak ID:
308952
URI
Datum izdavanja:
18.10.2023.
Posjeta: 349 *