Teachers’ Self-Efficacy as a Determinant of Lesson Management Quality

In this paper we study the self-efficacy level of teachers at selected secondary schools in Slovakia and the influence of teachers’ self-efficacy on the quality of lesson management. The issue in question was experimentally analysed on a sample of secondary school teachers in Slovakia in the period 2016 - 2017. The results of the experiment were evaluated by means of statistical methods. The study has found that the higher the level of self-evaluation achieved by teachers is, the better teachers are in their adoption of active teaching practices