Abstract
The educational process is by its nature and essence very dialectical, so it necessarily requires teachers to have a developed whole set of various competencies. The aim of the research was to examine teachers on self-assessment of competencies that were crucial for innovating the teaching process. The sample of respondents included 1300 elementary and secondary school teachers in the territory of Southern Serbia. The instrument used was a five-point TCS scale of attitudes, with a total of 48 items (individual competencies). The results of the analysis showed that teachers, based on their self-assessments, highly value all diverse groups of competencies, which fully confirms the general hypothesis. The results also showed the existence of statistically significant differences in the degree of expression of attitudes about competency groups with regard to independent research variables, within special hypotheses, based on which the first was rejected, the second partially and the third and fourth special hypothesis fully confirmed. The issue of key competencies of teachers is certainly one of the fundamental issues when it comes to quality teaching, its innovation, generally successful and efficient dealing with the educational process. Based on these postulates, there is hope that the obtained research results will represent a good starting point and incentive for further research work in this field in the future.
Highlights
A completely defined expertise and professionalism are recognized through certain special abilities, ie. the competence of teachers to plan and organize certain activities, achieve or realize the intended goals and evaluate the teaching process at all stages
The results showed that based on the values of arithmetic means that all exceed the values of 4 (Table 4), elementary and secondary school teachers in Southern Serbia, based on their self-assessments, highly value all diverse groups of competencies, which were offered in the assessment scale
The theoretical significance of this research is reflected in the fact that it is necessary to obtain knowledge and relevant data on the attitudes of teachers shown by self-assessment through the degree of evaluation/non-evaluation of a wide and diverse group of competencies, as well as individual competencies within these groups
Summary
A completely defined expertise and professionalism are recognized through certain special abilities, ie. the competence of teachers to plan and organize certain activities, achieve or realize the intended goals and evaluate the teaching process at all stages. A completely defined expertise and professionalism are recognized through certain special abilities, ie. The competence of teachers to plan and organize certain activities, achieve or realize the intended goals and evaluate the teaching process at all stages. The term competencies stands for a complex mosaic of characteristics, knowledge, beliefs, abilities, skills, experiences, motivation, value attitudes, habits and self-regulation as interdependent and connected elements that enable an individual to be active and efficient in a certain specific situation. Competencies are the core of every professional success and achievement, no matter what one does for life. Key competencies are crucial for the work and actions of all individuals in society, including teachers, and are based on goals that are embedded in all school subjects
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