Typology of Teachers in Terms of Perceived Students’ Misbehavior – Differences in Teachers’ Self-Efficacy

Katarína Kohútová; Angela Almašiová; Erich Petlák

doi:10.15823/p.2021.142.6

Typology of Teachers in Terms of Perceived Students’ Misbehavior – Differences in Teachers’ Self-Efficacy

Authors

Katarína Kohútová Catholic University, Slovakia
Angela Almašiová Catholic University, Slovakia
Erich Petlák Catholic University, Slovakia

DOI:

https://doi.org/10.15823/p.2021.142.6

Keywords:

misbehavior, teachers’ self-efficacy, cluster analysis, efficacy in instructional strategy, efficacy in classroom management

Abstract

The aim of this paper is to identify the typology of teachers in the extent of perceived students’ misbehavior and the differences in teachers’ self-efficacy. We used our own questionnaire as a research tool aimed to identify the frequency of symptoms of misbehavior and the OSTES Questionnaire to identify the self-efficacy of teachers. We identified two types of teachers in terms of the extent of perceived students’ misbehavior, which also exhibits significant differences in teachers’ self-efficacy.

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Published

2023-09-18

How to Cite

Kohútová, K., Almašiová, A., & Petlák, E. (2023). Typology of Teachers in Terms of Perceived Students’ Misbehavior – Differences in Teachers’ Self-Efficacy. Pedagogika / Pedagogy, 142(2), 105–116. https://doi.org/10.15823/p.2021.142.6