Zisťovanie profesijnej zdatnosti učiteľa pomocou dotazníka OSTES
Measuring Teacher Self-Efficacy with OSTES

Summary/Abstract: Measuring Teacher Self-Efficacy with OSTES. The article rests on A. Bandura´s concept of self-efficacy which constitutes a backbone in his socio-cognitive theory. A teacher’s efficacy is a judgment of teacher’s capabilities to bring about desired outcomes of pupils engagement and learning. Validation process of The Ohio State Teacher Efficacy Scale (Tschannen-Moran, Woolfolk Hoy, 2001) is described with a sample of 158 teachers from primary and lower secondary schools in Slovakia. The factor analysis yielded one factor with factor loadings from 0.46 to 0.74 and with explained variance of 44.6 %. The reliability (Cronbach alpha) of the Slovak version of the measure was 0.94. The average score of teachers in the instrument was 7.15 – much above the midpoint on the 9-point scale. This suggests that teachers of this sample are efficacious, i.e., they believe very much in their abilities and skills to reach positive outcomes in their teaching. Interestingly, this average score is identical with that of the sample of American validation of the scale. No statistical differences were found in self-efficacy scores between teachers with shorter and longer years of teaching. Likewise, no differences in self-efficacy scores were obtained between female and male teachers. Teachers are same efficacious in primary and lower secondary schools.

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