FACTORS INCREASING SELF-PERCEIVED EFFICACY OF MENTOR TEACHERS: GENERAL AND PERSONAL EFFICACY

Authors

DOI:

https://doi.org/10.20535/2410-8286.288810

Keywords:

self-perceived efficacy, school, student of teaching, mentor teachers, mentoting

Abstract

This study aims to analyse selected variables which influence the self-perceived efficacy in mentor teachers with regard to mentoring student teachers on placement. The Mentor Efficacy Scale (Riggs, 2000) was used as the measuring instrument. Some items were removed, while others were modified for the purpose of specifically researching mentor teachers. Subsequently, exploratory factor analysis was performed (principal component analysis, promax rotation). Based on the result, the final version of the instrument explored two dimensions (general and personal efficacy). Cronbach’s alpha confirmed the optimal internal consistency of both the dimensions and the instrument itself. The research group consisted of 128 respondents cooperating with the Faculty of Arts at Pavol Jozef Šafárik University in Košice. The majority of them comprised respondents with 26 – 30 and 31 and more years of teaching practice, 6 – 10 and 11 – 15 years of mentoring practice. A statistically significant difference was identified in the general efficacy of mentor teachers in terms of the completion of training focused on the development of mentoring skills. Another statistically significant difference was identified in the personal efficacy of mentor teachers in terms of the specific type of practice they are mentoring. Other independent variables such as gender, school type, length of the teaching practice, length of the mentoring practice, teaching qualifications, and position of an official mentor for entry-level colleagues, did not make a statistically significant difference in the perceived general and personal efficacy in mentor teachers. Our findings probably indicate that further education focused on mentoring boosts mentor teachers’ cooperating with Pavol Jozef Šafárik University in Košice trust in the benefits of mentoring. Their engagement in the student training boosts their conviction that the students of teaching should receive career development support.

 

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Author Biographies

Michal Novocký, Pavol Jozef Šafárik University in Košice

Assistant professor, Faculty of Arts, Department of Pedagogy

Renáta Orosová, Pavol Jozef Šafárik University in Košice

Associate Professor, Faculty of Arts, Department of Pedagogy

Volodymyr Starosta, Pavol Jozef Šafárik University in Košice

Professor, Faculty of Arts, Department of Pedagogy

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Published

2023-12-30

How to Cite

Novocký, M., Orosová, R., & Starosta, V. (2023). FACTORS INCREASING SELF-PERCEIVED EFFICACY OF MENTOR TEACHERS: GENERAL AND PERSONAL EFFICACY. Advanced Education, 11(23), 118–130. https://doi.org/10.20535/2410-8286.288810

Issue

2023: Issue 23

Section

ARTICLES

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Copyright (c) 2023 Michal Novocký, Renáta Orosová, Volodymyr Starosta

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