RELATION BETWEEN THE IMPLEMENTATION FREQUENCY OF REFLEXIVE METHODS AND SELF-EFFICACY OF LOWER SECONDARY SCHOOL TEACHERS

The aim of this paper is to analyse the relations between the frequency of reflexive method implementation by teachers and their self-efficacy. To find out the frequency of reflexive method implementation by teachers our own scale questionnaire was used. Its internal structure was analysed using exploratory factor analysis which showed the existence of two dimensions (traditional and non-traditional reflective methods). Reliability of dimensions was evaluated using Cronbach’s alpha and the result varied between 0.71 and 0.73. To map self-efficacy of teachers, OSTES (The Ohio State Teacher Efficacy Scale) was used; and it was adapted to Slovak conditions by Gavora (2012). In this case, exploratory factor analysis demonstrated that it is appropriate to consider two dimensions (teacher efficacy in using teaching strategies and manage class). Their reliability varied between 0.84 and 0.86. 345 lower secondary school teachers – ISCED 2 participated in the research. The average length of work experience of male and female respondents (n=45) was 12.80 years (SD=10.70) and (n=300) 16.20 years (SD=9.88) respectively. Statistically significant moderate positive relation was identified between the implementation frequency of traditional reflective methods and self-efficacy of teachers in using teaching strategies. Similar relation was proved between the implementation frequency of non-traditional reflective methods and the mentioned component of self-efficacy of teachers. A weak direct dependence proved to exist between implementation frequency of both reflective method groups and self-efficacy of teachers in class management.