Self-efficacy of personality - key achievement of the social-cognitive learning theory

The article examines the potential of the phenomenon of "self-efficacy" for solving academic and pedagogical research tasks. The methodological basis is Albert Bandura's social-cognitive theory of personality. The aspect analysis method was used on scientific publications devoted to the social-cognitive theory of personality. The introduction defines the need to study self-efficacy as a component of professional self-awareness. A review of psychological and pedagogical publications has showed that one of the in-demand directions for studying self-efficacy is the influence of this phenomenon in the context of a teacher's professional activity. It is shown how the theory of social learning developed from 1977 to 1986. The applied value of the social-cognitive theory of learning is revealed, specifically the influence of self-efficacy beliefs on professional success. The essence of the personal effectiveness expectation model and its modern interpretation are discovered. The achievement of the Japanese-Finnish scientific group is noted, which established that mastery experience is the strongest source of self-efficacy, and continuing education experience has the most powerful influence on the development of self-efficacy. The assumption is made that self-efficacy can have a special impact on the success of teachers who do not have a basic professional pedagogical education, whose number in professional educational institutions ranges from 20 to 96%.