Self-efficacy in soft skills as a predictor of interest in the teaching profession

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https://doi.org/10.54937/ssf.2025.24.2.11-24

Autori/ Authors: Jiří Škoda       Pavel Doulík      Jakub Molnár

In: Studia Scientifica Facultatis Paedagogicae Universitas Catholica Ružomberok

ISSN: 1336-2232

Ročník/ Volume: XXIV.

Číslo/ Issue: 2

Strany/ Page Range: 11-24

Rok vydania/ Publication Year: 2025

Jazyk/ Language: Czech

Vydavateľ/ Publisher: VERBUM – vydavateľstvo Katolíckej univerzity v Ružomberku

Abstrakt/ Abstract: This paper focuses on the differences in self-assessment of selected soft competencies among undergraduate students at faculties of education in relation to their expected performance in the teaching profession. The paper discusses the soft competencies that are necessary for the performance of the teaching profession and their self-assessment. These soft skills are: communication, teamwork, problem solving, independence, creativity, performance, responsibility, and the ability to learn new things. Using a standardized research instrument, it was investigated whether students of bachelor's degree programmes who want to pursue the teaching profession in the future evaluate their soft competences better or worse than students of the bachelor's degree programmes who do not want to pursue the teaching profession. The size of the research sample was N = 256 respondents. From the results of the survey it was found that students who want to pursue the teaching profession in the future generally evaluate their own soft competences better than students who do not want to pursue the teaching profession in the future.

Kľúčové slová/ Keywords: Self-efficacy. Self-esteem. Teaching profession. Soft skills. Students of bachelor study program. Education.

Citácia/ How to cite:

ŠKODA, Jiří; DOULÍK, Pavel a MOLNÁR, Jakub, 2025. Self-efficacy v oblasti soft skills jako prediktor zájmu o učitelskou profesi. Studia Scientifica Facultatis Paedagogicae Universitas Catholica Ružomberok. Online. Roč. XXIV., č. 2, s. 11-24. ISSN 1336-2232. Dostupné na: https://doi.org/10.54937/ssf.2025.24.2.11-24

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