Self-efficacy of a college teacher in the educational process

The article analyzes the main approaches to determining the self-efficacy of a college teacher, the mechanisms and key factors of its development. We have described in detail Bandura’s social-cognitive theory of personality, within the framework of which the mechanisms of self-efficacy formation and the four basic factors influencing it are revealed. The following methods have been used in the study: analysis, synthesis, generalization, and comparison of scientific publications on self-efficacy in professional activities. We have analyzed the empirical data from foreign studies, which put forward several particular hypotheses regarding the relationship between the self-efficacy of teachers and the involvement of students in the educational process. The article considers the forms of student involvement in the educational process, the correlation between selfefficacy and emotional burnout of teachers. It is noted that the teacher’s self-efficacy influences student motivation, develop positive attitude towards learning. Development of teacher's self-efficacy can become the foundation for further improvements in teaching practice and the quality of education.