Teacher Self-Efficacy: Differences Based on Workplace and Work Experience

The purpose of this research was to explore to what extent primary school teachers are aware of their self-efficacy, to determine if there are differences in the perceptions of self-efficacy between classroom teachers and subject teachers, and to determine the significance of the years of work experience. The research was carried out on a sample consisting of 761 teachers working in primary schools in the Republic of Croatia. In the first part of the survey, data on the basic sociodemographic characteristics of the participants were collected, while the second part of the survey was designed to collect data on the perceived teacher self-efficacy, using the shortened version of The Teacher Sense of Teacher Efficacy Scale (Tschannen-Moran & Woolfolk Hoy, 2001). The obtained results indicate statistically significant differences in teacher self-efficacy related to their workplace, while statistically significant differences in terms of work experience were not found.