Abstrakt
Education and psychology are two sciences whose mutual intersection options are also evident in the school environment. Theoretical argument and explain their expertise has long been associated.
The issue of self efficacy is one of those topics where mutual cooperation between educators and psychologists brings new findings, new findings, new ideas, but also new challenges to known and lesser-known paradigm. Personally perceived professional ability - self-efficacy - plays a major role in conditioning the whole spectrum of determinants of human behavior.
Its value has a direct link to achieve a specific result. Refers to a person's own beliefs about his ability to make a difference, regardless of their actual competence.
In the context of the problem of searching and analyzing the effects on relationships and school performance is good to reflect teacher self-efficacy. They should be an important link in the chain connecting the adjustment process and student learning in the school environment.
Similarly, the teachers just expected to carry the initiators and the development of children's thinking. On the one hand, there is a teacher's self-efficacy, on the other hand, the student and his personally perceived ability.
A student is an important part of the school, for him there is the whole effort of the teacher, it is aimed at. Teacher and student are two major frameworks for compliance could raise the quality of the school.
The conceptual framework of self-efficacy is therefore justified the school environment. Moreover, if just for its special inner strength can also detect other addictions.
The present monograph has the ambition to point readers to a broad theoretical research and the possibilities of self-efficacy in the school environment. The aim of the authors is open to scientific discourse on the issue of self-efficacy especially in the school environment.