Self-concept and Teachers’ Professional Roles

This paper is concerned with the association of teachers’ self-assessment of the effectiveness in different teachers’ roles performing and their self-concept. The study was conducted on a sample of 120 teachers who were given the Self-concept scales (Opačić, 1995) and the Inventory of teachers’ roles, designed for the purposes of this research. The results show that self- assessed effectiveness in all teachers’ roles is significantly correlated with global competence – dimension of self-concept that indicates subjective feeling of capability for any action and its successful performance. Other dimensions of self-concept are in correlation with self-evaluated success in some of investigated teachers’ roles.