Self-concept and Teachers’ Professional Roles

This paper is concerned with the association of teachers’ self-assessment of the effectiveness in different teachers’ roles performing and their self-concept. The study was conducted on a sample of 120 teachers who were given the Self-concept scales (Opačić, 1995) and the Inventory of teachers’ role...

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Bibliographic Details
Published in:Procedia, social and behavioral sciences social and behavioral sciences, 2012-12, Vol.69, p.377-384
Main Authors: Zlatković, Blagica, Stojiljković, Snežana, Djigić, Gordana, Todorović, Jelisaveta
Format: Article
Language:English
Subjects:
Professional roles
Self-concept
Teachers
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Summary:This paper is concerned with the association of teachers’ self-assessment of the effectiveness in different teachers’ roles performing and their self-concept. The study was conducted on a sample of 120 teachers who were given the Self-concept scales (Opačić, 1995) and the Inventory of teachers’ roles, designed for the purposes of this research. The results show that self- assessed effectiveness in all teachers’ roles is significantly correlated with global competence – dimension of self-concept that indicates subjective feeling of capability for any action and its successful performance. Other dimensions of self-concept are in correlation with self-evaluated success in some of investigated teachers’ roles.
ISSN:1877-0428
1877-0428
DOI:10.1016/j.sbspro.2012.11.423