Comparing Professional Self-Confidence: Opinions of Lithuanian, Ukrainian and Finnish Teachers

Abstract

The current study reports findings of quantitative investigation of the opinions of Lithuanian, Ukrainian and Finnish teachers on their perceived professional self-confidence with a sample of 393 practicing teachers. Teachers' self-esteem, self-and collective efficacy were examined as components of teachers' professional self-confidence. Collective efficacy beliefs were measured in terms of teachers' subjective perception of efficacy of school community members, namely, the principal, colleagues, students and their parents. The results indicated that Finnish teachers have a significantly higher level of professional self-esteem, while Lithuanian teachers indicated a lower level, and Ukrainian -the lowest. There is no significant difference between self-and collective efficacy of Lithuanian and Finnish teachers, while Ukrainian teachers scored significantly lower. Consequently, Finnish teachers have the highest level of professional selfconfidence, while Lithuanian teachers have an average level, and Ukrainian teachers have the lowest. Lithuanian, Ukrainian and Finnish teachers indicated different patterns of their perceptions of the extent to which members of the school community meet their obligations.

The Effect of Learning Method and Confidence Level on the Ability of Interpreting Religious Poem

“…Confidence generally arises when a person will engage in or engages in a particular activity in which his mind is directed towards achieving a desired outcome (Ertmer and Ottenbreit-Leftwich, 2010). From the developmental dimension, self-confidence can grow healthily when there is recognition from the environment (Ponomarenko, 2017). Based on the above definition, it can be concluded that selfconfidence is a positive attitude possessed by an individual who acclimates and enables him to develop a positive assessment.…”