2025_14_02_01 - PegasJournal
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2025_14_02_01
Issues > Issue n2 2025 > section2_2025
SELF-EFFICACY OF BEGINNING TEACHERS IN THE FIELD OF PEDAGOGICAL DIAGNOSTICS OF THE FAMILY ENVIRONMENT
Tomas Turzak
doi: 10.18355/PG.2025.14.2.01
Abstract
The author of the study addresses the issue of pedagogical diagnostics of the family environment. The qualitative research aimed to identify key factors that determine the level of assessment of beginning teachers’ self-efficacy in the field of pedagogical diagnostics of the family. The research sample consisted of 17 Slovak beginning teachers (novices, with a maximum of five years of pedagogical experience), with whom two focus groups were conducted. The obtained results pointed to the main determinants of teachers’ self-assessment (self-confidence) in the given area. The decisive factor turned out to be mainly the amount of practical experience with parents. The research confirmed that the extent of this experience significantly influences the perception of one's own competence. Moreover, we found that teachers who had the opportunity to work more closely with a motivated induction teacher evaluate their diagnostic competences in relation to the pupil’s family environment somewhat more positively. Beginning teachers are also able to identify key areas in which their diagnostic competencies related to the pupil’s family environment need to be further developed. The research results therefore confirm the need for further education and broadening of practical experience in this area of educational activity, especially for beginning teachers.
Key words
beginning teachers, teacher competencies, pedagogical diagnostics of the family, self-efficacy, self-assessment
Pages: 68-75
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