UNIVERSITY LECTURERS’ SELF-EFFICACY AS A FACTOR OF THEIR PROFESSIONAL MOBILITY
Olena Bondarchuk
University of Educational Management
https://orcid.org/0000-0003-3920-242X
Valentyna Balakhtar
Yuriy Fedkovych National University in Chernivtsi
https://orcid.org/0000-0001-6343-2888
Kateryna Balakhtar
University of educational management
https://orcid.org/0000-0002-9154-9095
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Keywords

professional self-efficacy
higher school lecturers
professional mobility

How to Cite

Bondarchuk, O., Balakhtar, V., & Balakhtar, K. (2020). UNIVERSITY LECTURERS’ SELF-EFFICACY AS A FACTOR OF THEIR PROFESSIONAL MOBILITY. PSYCHOLOGICAL JOURNAL, 6(6), 40-48. https://doi.org/10.31108/1.2020.6.6.4

Abstract

The article highlights the problem of higher school lecturers’ professional self-efficacy as a factor of their professional mobility. The main approaches to the study of higher school lecturers’ professional self-efficacy, as their inner conviction that they have necessary potential and professional competence for successful solution of professional tasks and provision of quality education, are considered. The essence and main characteristics of specialists’ professional mobility, in general, and that of higher school lecturers, in particular, are outlined. The empirical study on higher school lecturers’ professional self-efficacy and the professional mobility is described, the study result indicate insufficient self-efficacy characteristic for many respondents. The gender-age and organizational-professional characteristics of higher school lecturers’ professional self-efficacy are characterized. The male lecturers had higher professional self-efficacy than female ones. The assumption about higher school lecturers’ professional self-efficacy as an important factor in their professional mobility has been proved. The more effective university lecturers were, the more mobile they were, with men being more professionally mobile than women; lecturers felt less protected with age; educational managers felt more psychologically protected than lecturers. The socio-psychological conditions promoting higher school lecturers’ professional self-efficacy during specially organized socio-psychological training at postgraduate education are highlighted.

 

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