ОРГАНИЗАЦИОНА ШКОЛСКА КЛИМА У УРБАНИМ И ГРАДСКИМ СРЕДЊИМ ШКОЛАМА ИЗ ПЕРСПЕКТИВЕ НАСТАВНИКА
Ključne reči:
средње школе, наставници, организациона школска клима, урбане и градске школе, Република Србија
Sažetak
Позитивна организациона школска клима препозната је као значајан фактор благостања наставника и постигнућа ученика. Овим истраживањем испитали смо квалитет организационе школске климе у урбаним и градским средњим школама у Републици Србији. Узорак од 149 наставника из девет средњих школа на територији Републике Србије попунио је упитник самопроцене (77,9% узорка чинили су мушкарци, а 22,1% узорка жене). Мере су укључивале Упитник организационе школске климе - факторе: Школско руковођење и интеракције (α=.96) и Посвећеност школи (α=.90). Резултати су показали да је квалитет организационе школске климе висок: Школско руковођење и интеракције (М = 4,30); Посвећеност школи (М = 4,44). Такође, утрвђене су разлике у процени школске климе у односу на локацију школа. Када је реч о субскали Школско руковођење и интеракције, резултати иду у корист градских школа ван територије Београда т t(147) = -3,64, p < .01, као и у погледу субскале Посвећеност школи, где је посвећеност запослених израженија у градским школама ван Београда t(147) = -4,75, p < .01. Резултати овог истраживања имају потенцијал да подстакну на промишљање о значају промовисања позитивних интеракција међу члановима колектива како би школа могла да оствари своју мисију и визију, а то је позитивно образовање и васпитање деце.
Reference
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Alston, R. C. (2017). A Causal Comparative Study of Teacher and Administrator Perceptions of School Climate within Elementary Schools in a School District [Doctoral Dissertation, Liberty University]. Lynchburg, VA: Liberty University.
Barth, S. R. (1992). Improving Schools from Within. Bulletin of Science, Technology & Society, 12(2): 108-108. https://doi.org/10.1177/027046769201200266
Benita, M., Butler, R., & Shibaz, L. (2019). Outcomes and antecedents of teacher depersonalization: The role of intrinsic orientation for teaching. Journal of Educational Psychology, 11(6): 1103-1118. https://doi.org/10.1037/edu0000328
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Brackett, M., Reyes, M., & Rivers, S. E. (2011). Classroom Emotional Climate, Teacher Affiliation, and Student Conduct. Journal of Classroom Interaction, 46(1): 27-36.
Burns, R. A., & Machin, M. A. (2012). Employee and Workplace Well-being: A Multi-level Analysis of Teacher Personality and Organizational Climate in Norwegian Teachers from Rural, Urban and City Schools. Scandinavian Journal of Educational Research, 57(3): 309-324. https://doi.org/10.1080/00313831.2012.656281
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https://doi.org/10.1177/016146810911100108
Cohen, J., Pickeral, T., & McCloskey, M. (2009). Assessing school climate. Education Digest: Essential Readings Condensed for Quick Review, 74(8): 45-48.
Đurišić, M. (2020). Povezanost školske klime i i problema u ponašanju kod učenika mlađih razreda osnovne škole. [Doktorska disertacija, Univerzitet u Beogradu]. Beograd: Fakultet za specijalnu edukaciju i rehabilitaciju.
Engels, N., Hotton, G., Devos, G., Bouckenooghe, D., & Aelterman, A. (2008). Principals in schools witha positive school culture. Educational Studies, 34(3): 157-172.
Firestone, W. A., & Wilson, B. (1985). Using bureaucratic and cultural linkages to improve instruction: The principal's contribution. Educational Administration Quarterly, 21(2): 7-31.
https://doi.org/10.1177/0013161X85021002002
Garipağaoğlu, B. C. (2013). Examining organizational commitment of private school teachers. Journal of Educational and Instructional Studies in the World, 3(2): 22-28.
Gonder, P. O., & Hymes, D. (1994). Improving school climate and culture (AASA Critical Issues Report No. 27). Arlington, VA: American Association of School Administrators.
Gruenert, S.W., & Whitaker, T. (2017). School culture recharged. Alexandria, Virginia: ASCD.
Halpin, A. W., & Croft, D. B. (1963). The organizational climate of schools. Chicago: Midwest Administration Center.
Hoy, W. (1990). Organizational Climate and Culture: A Conceptual Analysis of the School Workplace. Journal of Educational and Psychological Consultation, 1(2): 149-168.
Hoy, W., & Hannum, J. (1997). Middle School Climate: An Empirical Assessment of Organizational Health and Student Achievement. Educational Administration Quarterly, 33(3): 290-311.
Johnson, B., & Stevens, J. J. (2006). Student achievement and elementary teachers’ perceptions of school climate. Learning Environments Research, 9(2): 111-122. https://doi.org/10.1007/s10984-006-9007-7
Jonathan, H., Darroux, C., & Massele, J. (2013). Perceived job satisfaction and its impact on organizational commitment: An empirical study of public secondary schoolteachers in Dodoma, Tanzania. Journal of Business and Management, 13(3): 41-52.
Kardos, S., & Johnson, S. (2001). Counting on colleagues: New teachers encounter the professional cultures of their schools. Educational Administration Quarterly, 37(2): 259–290.
Kaya, M., & Selvitopu, A. (2022). A Meta-Analysis of the Effects of Some Factors on Teachers’ Classroom Management Skills. International Journal of Contemporary Educational Research, 6(2): 409-425. https://doi.org/10.33200/ijcer.621313
Kelley, R., Thornton, B., Daugherty, R. (2005). Relationships between Measures of Leadership and School Climate. Education, 126(1): 17-25.
Kraft, M. P. (2014). Can professional environments in schools promote teacher development? Explaining heterogeneity in returns to teaching experience. Educational Evaluation and Policy Analysis, 36(4): 476-500. https://doi.org/10.3102/0162373713519496
Kumari, S., & Jafri, S. (2011). Level of organizational commitment of male and female teachers of secondary schools. Journal of Community Guidance & Research, 28(1): 37-47.
Latham, G., & Pinder, C. (2005). Work motivation theory and research at the dawn of the twenty-first century. Annual Review of Psychology, 56: 485-516. https://doi.org/10.1146/annurev.psych.55.090902.142105
Little, W. (1987). Teachers as colleagues. In V. Richardson-Koehler (Ed.), Educator's handbook: A research perspective (pp. 491-518). New York: Longman.
Lloyd, M. E., & Sullivan, A. (2012). Leaving the Profession: The Context behind One Quality Teacher’s Professional Burn Out. Teacher Education Quarterly, 39(4): 139-162.
Maslowski, R. (2001). School culture and school performance. An explorative study into theorganizational culture of secondary schools and their effects [Doctoral dissertation, University of Twente]. Netherlands: University of Twente.
McEvoy, A., & Welker, R. (2000). Antisocial behavior, academic failure, and school climate: A critical review. Journal of Emotional and Behavioral Disorders, 8(3): 130-140.
https://doi.org/10.1177/106342660000800301
Memduhoğlu, B. S., & Şeker G. (2011). Organizational Climate of Primary Schools in the View of Teachers. Inonu University Journal of the Faculty of Education, 12(1): 149-168.
Mowday, R., Steers, R., Porter, L. (1979). The measurement of organizational commitment. Journal of Vocational Behavior, 14(2): 224-247. https://doi.org/10.1016/0001-8791(79)90072-1
National School Climate Council. (2007). The School Climate Challenge: Narrowing the gap between school climate research and school climate policy, practice guidelines and teacher education policy. Retrived from: http://www.schoolclimate.org/climate/advocacy.php
Nir, A., & Hameiri, L. (2014). School principals’ leadership style and school outcomes: The mediating effect of powerbase utilization. Journal of Educational Administration, 52(2): 210–227.
Othman, C., & Kasuma, J. (2016). Relationship of school climate dimensions and teachers’ commitment. Journal of Contemporary Issues and Thought, 6: 19-29.
XXX & XXX. (2024): Support for Child Victims in Crisis Situations. In M. Kolaković-Bojović, & Stevanović, I. (Eds.), The Position of Victim in the Republic of Serbia (pp. 195-207). Belgrade: Institute of Criminological and Sociological Research. https://doi.org/10.47152/Palic2024.14
Raj, T., & Lalita (2013). Job satisfaction among teachers of private and government school: a comparative analysis. International Journal of Social Science & Interdisciplinary Research, 2(9): 151-158.
Raman, A., Chi Ling, C., & Khalid, R. (2015). Relationship between school climate and teachers’ commitment in an excellent school of Kubang Pasu District, Kedah, Malaysia. Mediterranean Journal of Social Sciences, 6(3): 163-173.
Rhodes, J. E., & Camic, P. M. (2009). Improving middle school climate through teacher-centered change. Journal of Community Psychology, 37(6): 711–724. https://doi.org/10.1002/jcop.20326
Ronfeldt, M. L. (2013). How Teacher Turnover Harms Achievement. American Educational Research Journal, 50(1): 4-36. https://doi.org/10.3102/0002831212463813
Ryan, K. D., & Oestreich, D. K. (1991). Driving fear out of the workplace: How to overcome the invisible barriers to quality, productivity, and innovation. New York: Jossey-Bass.
Sass, D., Seal, A., & Martin, N. (2011). Predicting teacher retention using stress and support variables. Journal of Educational Administration, 49(2): 200-215. https://doi.org/10.1108/09578231111116734
Shore, L. M., & Tetrick, L. E. (1991). Construct validity study of the survey of perceived organizational support. Journal of Applied Psychology, 76(5): 637-643. https://doi.org/10.1037/0021-9010.76.5.637
Singh, Y., & Pandey, M. (2004). Principles of organizational behavior. New Delhi: AITBS Publishers and Distributors.
Suki, N. (2011). Job Satisfaction and organizational commitment: the effect of gender. International Journal of Psychology Research, 6(5): 1-15.
Suki, N. (2011). Job Satisfaction and organizational commitment: the effect of gender. International Journal of Psychology Research, 6(5): 1-15.
Tableman, B., & Herron, A. (2004). School climate and learning. In E. Moran, J. Carlson, & B. Tableman (Eds.), Encyclopedia of the Sciences of Learning (pp. 1-10). Boston: Springer.
XXX & XXX. (2024). Školska klima kao faktor bezbednosti u srednjim školama. Nastava i vaspitanje, 73(1): 5-20.
XXX (2023). Školska klima i prosocijalno ponašanje kao faktori bezbednosti u srednjim školama (doktorska disertacija). NaRDUS (123456789/21592)
XXX (2024): Učeničko ponašanje i bezbednost u školi. Beograd: Institut za kriminološka i sociološka istraživanja. https://doi.org/10.47152/upbs2024
Tarter, C. J., Sabo, D., & Hoy, W. K. (1995). Middle school climate, faculty trust, and effectiveness: A path analysis. Journal of Research and Development in Education, 29: 41-49.
Tella, A., Ayeni, C. O., & Popoola, S. O. (2007). Work motivation, job satisfaction and organizational commitment of library personnel in academic and research libraries in OYO State Nigeria. Practice of Library and Philosophy, 23(3: 106-117.
Tella, A., Ayeni, C. O., & Popoola, S. O. (2007). Work motivation, job satisfaction and organizational commitment of library personnel in academic and research libraries in OYO State Nigeria. Practice of Library and Philosophy, 23(3): 106-117.
Thapa, A., & Cohen, J. (2012). School Climate Research Summary. New York: National School Climate Center.
Thapa, A., Cohen, J., Guffey, S., & Higgins-D’Alessandro, A. (2013). A review of school climate research. Review of Educational Research, 83(3): 357–385. h ttps://doi.org/10.3102/0034654313483907
Treputtharata, S., & Tayiam, S. (2014). School climate affecting job satisfaction of teachers in primary education, Khon Kaen, Thailand. Procedia - Social and Behavioral Sciences, 116: 996-1000.
Vitell, S. J., & Singhapakdi, A. (2008). The role of ethics institutionalization in influencing organizational commitment, job satisfaction, and esprit de corps. Journal of Business Ethics, 17(6): 343-353. https://doi.org/10.1007/s10551-007-9498-x
Wang, C. C., Lin, H. M., & Liang, T. (2017). A Study on comparing the relationship among organizational commitment, teachers job satisfaction and job involvement of schools with urban-rural discrepancy. Educational Research and Reviews, 12(16): 762-771.
Weihui Fu, S. P., & Zhao, X. (2011). The impact of ethical behavior and facets of job satisfaction on organizational commitment of Chinese employees. Journal of Business Ethics, 32(4): 537-543.
Whipp, J. L., & Geronime, L. (2017). Experiences That Predict Early Career Teacher Commitment to and Retention in High-Poverty Urban Schools. Urban Education, 52(7): 799-828.
https://doi.org/10.1177/0042085915574531
Woolfolk, A. E., & Hoy, W. K. (1990). Prospective teachers' sense of efficacy and beliefs about control. Journal of Educational Psychology, 82(1): 81-91. https://doi.org/10.1037/0022-0663.82.1.81
Zorić, A., & Opačić, G. (1997). A new criterion for determination of the number of important principal components of standardized image variables. Rad izložen na X Kongres psihologa Jugoslavije. Beograd: Savez društava psihologa Jugoslavije, str. 9.
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Alston, R. C. (2017). A Causal Comparative Study of Teacher and Administrator Perceptions of School Climate within Elementary Schools in a School District [Doctoral Dissertation, Liberty University]. Lynchburg, VA: Liberty University.
Barth, S. R. (1992). Improving Schools from Within. Bulletin of Science, Technology & Society, 12(2): 108-108. https://doi.org/10.1177/027046769201200266
Benita, M., Butler, R., & Shibaz, L. (2019). Outcomes and antecedents of teacher depersonalization: The role of intrinsic orientation for teaching. Journal of Educational Psychology, 11(6): 1103-1118. https://doi.org/10.1037/edu0000328
Bentea, C. C. (2013). Investigation of the organizational school climate and attitudes towards change: A study on a sample of in-service Romanian teachers. Procedia - Social and Behavioral Sciences, 76: 100-104.
Brackett, M., Reyes, M., & Rivers, S. E. (2011). Classroom Emotional Climate, Teacher Affiliation, and Student Conduct. Journal of Classroom Interaction, 46(1): 27-36.
Burns, R. A., & Machin, M. A. (2012). Employee and Workplace Well-being: A Multi-level Analysis of Teacher Personality and Organizational Climate in Norwegian Teachers from Rural, Urban and City Schools. Scandinavian Journal of Educational Research, 57(3): 309-324. https://doi.org/10.1080/00313831.2012.656281
Cohen, J., & McCabe, E. (2009). School climate: research, policy, practice, and teacher education. Teachers College Record, 111(1): 180-213. https://doi.org/10.1177/016146810911100108
Cohen, J., Mccabe, E. M., Michelli, N. M., & Pickeral, T. (2009). School Climate: Research, Policy, Practice, and Teacher Education. Teachers College Record, 111(1): 180-213.
https://doi.org/10.1177/016146810911100108
Cohen, J., Pickeral, T., & McCloskey, M. (2009). Assessing school climate. Education Digest: Essential Readings Condensed for Quick Review, 74(8): 45-48.
Đurišić, M. (2020). Povezanost školske klime i i problema u ponašanju kod učenika mlađih razreda osnovne škole. [Doktorska disertacija, Univerzitet u Beogradu]. Beograd: Fakultet za specijalnu edukaciju i rehabilitaciju.
Engels, N., Hotton, G., Devos, G., Bouckenooghe, D., & Aelterman, A. (2008). Principals in schools witha positive school culture. Educational Studies, 34(3): 157-172.
Firestone, W. A., & Wilson, B. (1985). Using bureaucratic and cultural linkages to improve instruction: The principal's contribution. Educational Administration Quarterly, 21(2): 7-31.
https://doi.org/10.1177/0013161X85021002002
Garipağaoğlu, B. C. (2013). Examining organizational commitment of private school teachers. Journal of Educational and Instructional Studies in the World, 3(2): 22-28.
Gonder, P. O., & Hymes, D. (1994). Improving school climate and culture (AASA Critical Issues Report No. 27). Arlington, VA: American Association of School Administrators.
Gruenert, S.W., & Whitaker, T. (2017). School culture recharged. Alexandria, Virginia: ASCD.
Halpin, A. W., & Croft, D. B. (1963). The organizational climate of schools. Chicago: Midwest Administration Center.
Hoy, W. (1990). Organizational Climate and Culture: A Conceptual Analysis of the School Workplace. Journal of Educational and Psychological Consultation, 1(2): 149-168.
Hoy, W., & Hannum, J. (1997). Middle School Climate: An Empirical Assessment of Organizational Health and Student Achievement. Educational Administration Quarterly, 33(3): 290-311.
Johnson, B., & Stevens, J. J. (2006). Student achievement and elementary teachers’ perceptions of school climate. Learning Environments Research, 9(2): 111-122. https://doi.org/10.1007/s10984-006-9007-7
Jonathan, H., Darroux, C., & Massele, J. (2013). Perceived job satisfaction and its impact on organizational commitment: An empirical study of public secondary schoolteachers in Dodoma, Tanzania. Journal of Business and Management, 13(3): 41-52.
Kardos, S., & Johnson, S. (2001). Counting on colleagues: New teachers encounter the professional cultures of their schools. Educational Administration Quarterly, 37(2): 259–290.
Kaya, M., & Selvitopu, A. (2022). A Meta-Analysis of the Effects of Some Factors on Teachers’ Classroom Management Skills. International Journal of Contemporary Educational Research, 6(2): 409-425. https://doi.org/10.33200/ijcer.621313
Kelley, R., Thornton, B., Daugherty, R. (2005). Relationships between Measures of Leadership and School Climate. Education, 126(1): 17-25.
Kraft, M. P. (2014). Can professional environments in schools promote teacher development? Explaining heterogeneity in returns to teaching experience. Educational Evaluation and Policy Analysis, 36(4): 476-500. https://doi.org/10.3102/0162373713519496
Kumari, S., & Jafri, S. (2011). Level of organizational commitment of male and female teachers of secondary schools. Journal of Community Guidance & Research, 28(1): 37-47.
Latham, G., & Pinder, C. (2005). Work motivation theory and research at the dawn of the twenty-first century. Annual Review of Psychology, 56: 485-516. https://doi.org/10.1146/annurev.psych.55.090902.142105
Little, W. (1987). Teachers as colleagues. In V. Richardson-Koehler (Ed.), Educator's handbook: A research perspective (pp. 491-518). New York: Longman.
Lloyd, M. E., & Sullivan, A. (2012). Leaving the Profession: The Context behind One Quality Teacher’s Professional Burn Out. Teacher Education Quarterly, 39(4): 139-162.
Maslowski, R. (2001). School culture and school performance. An explorative study into theorganizational culture of secondary schools and their effects [Doctoral dissertation, University of Twente]. Netherlands: University of Twente.
McEvoy, A., & Welker, R. (2000). Antisocial behavior, academic failure, and school climate: A critical review. Journal of Emotional and Behavioral Disorders, 8(3): 130-140.
https://doi.org/10.1177/106342660000800301
Memduhoğlu, B. S., & Şeker G. (2011). Organizational Climate of Primary Schools in the View of Teachers. Inonu University Journal of the Faculty of Education, 12(1): 149-168.
Mowday, R., Steers, R., Porter, L. (1979). The measurement of organizational commitment. Journal of Vocational Behavior, 14(2): 224-247. https://doi.org/10.1016/0001-8791(79)90072-1
National School Climate Council. (2007). The School Climate Challenge: Narrowing the gap between school climate research and school climate policy, practice guidelines and teacher education policy. Retrived from: http://www.schoolclimate.org/climate/advocacy.php
Nir, A., & Hameiri, L. (2014). School principals’ leadership style and school outcomes: The mediating effect of powerbase utilization. Journal of Educational Administration, 52(2): 210–227.
Othman, C., & Kasuma, J. (2016). Relationship of school climate dimensions and teachers’ commitment. Journal of Contemporary Issues and Thought, 6: 19-29.
XXX & XXX. (2024): Support for Child Victims in Crisis Situations. In M. Kolaković-Bojović, & Stevanović, I. (Eds.), The Position of Victim in the Republic of Serbia (pp. 195-207). Belgrade: Institute of Criminological and Sociological Research. https://doi.org/10.47152/Palic2024.14
Raj, T., & Lalita (2013). Job satisfaction among teachers of private and government school: a comparative analysis. International Journal of Social Science & Interdisciplinary Research, 2(9): 151-158.
Raman, A., Chi Ling, C., & Khalid, R. (2015). Relationship between school climate and teachers’ commitment in an excellent school of Kubang Pasu District, Kedah, Malaysia. Mediterranean Journal of Social Sciences, 6(3): 163-173.
Rhodes, J. E., & Camic, P. M. (2009). Improving middle school climate through teacher-centered change. Journal of Community Psychology, 37(6): 711–724. https://doi.org/10.1002/jcop.20326
Ronfeldt, M. L. (2013). How Teacher Turnover Harms Achievement. American Educational Research Journal, 50(1): 4-36. https://doi.org/10.3102/0002831212463813
Ryan, K. D., & Oestreich, D. K. (1991). Driving fear out of the workplace: How to overcome the invisible barriers to quality, productivity, and innovation. New York: Jossey-Bass.
Sass, D., Seal, A., & Martin, N. (2011). Predicting teacher retention using stress and support variables. Journal of Educational Administration, 49(2): 200-215. https://doi.org/10.1108/09578231111116734
Shore, L. M., & Tetrick, L. E. (1991). Construct validity study of the survey of perceived organizational support. Journal of Applied Psychology, 76(5): 637-643. https://doi.org/10.1037/0021-9010.76.5.637
Singh, Y., & Pandey, M. (2004). Principles of organizational behavior. New Delhi: AITBS Publishers and Distributors.
Suki, N. (2011). Job Satisfaction and organizational commitment: the effect of gender. International Journal of Psychology Research, 6(5): 1-15.
Suki, N. (2011). Job Satisfaction and organizational commitment: the effect of gender. International Journal of Psychology Research, 6(5): 1-15.
Tableman, B., & Herron, A. (2004). School climate and learning. In E. Moran, J. Carlson, & B. Tableman (Eds.), Encyclopedia of the Sciences of Learning (pp. 1-10). Boston: Springer.
XXX & XXX. (2024). Školska klima kao faktor bezbednosti u srednjim školama. Nastava i vaspitanje, 73(1): 5-20.
XXX (2023). Školska klima i prosocijalno ponašanje kao faktori bezbednosti u srednjim školama (doktorska disertacija). NaRDUS (123456789/21592)
XXX (2024): Učeničko ponašanje i bezbednost u školi. Beograd: Institut za kriminološka i sociološka istraživanja. https://doi.org/10.47152/upbs2024
Tarter, C. J., Sabo, D., & Hoy, W. K. (1995). Middle school climate, faculty trust, and effectiveness: A path analysis. Journal of Research and Development in Education, 29: 41-49.
Tella, A., Ayeni, C. O., & Popoola, S. O. (2007). Work motivation, job satisfaction and organizational commitment of library personnel in academic and research libraries in OYO State Nigeria. Practice of Library and Philosophy, 23(3: 106-117.
Tella, A., Ayeni, C. O., & Popoola, S. O. (2007). Work motivation, job satisfaction and organizational commitment of library personnel in academic and research libraries in OYO State Nigeria. Practice of Library and Philosophy, 23(3): 106-117.
Thapa, A., & Cohen, J. (2012). School Climate Research Summary. New York: National School Climate Center.
Thapa, A., Cohen, J., Guffey, S., & Higgins-D’Alessandro, A. (2013). A review of school climate research. Review of Educational Research, 83(3): 357–385. h ttps://doi.org/10.3102/0034654313483907
Treputtharata, S., & Tayiam, S. (2014). School climate affecting job satisfaction of teachers in primary education, Khon Kaen, Thailand. Procedia - Social and Behavioral Sciences, 116: 996-1000.
Vitell, S. J., & Singhapakdi, A. (2008). The role of ethics institutionalization in influencing organizational commitment, job satisfaction, and esprit de corps. Journal of Business Ethics, 17(6): 343-353. https://doi.org/10.1007/s10551-007-9498-x
Wang, C. C., Lin, H. M., & Liang, T. (2017). A Study on comparing the relationship among organizational commitment, teachers job satisfaction and job involvement of schools with urban-rural discrepancy. Educational Research and Reviews, 12(16): 762-771.
Weihui Fu, S. P., & Zhao, X. (2011). The impact of ethical behavior and facets of job satisfaction on organizational commitment of Chinese employees. Journal of Business Ethics, 32(4): 537-543.
Whipp, J. L., & Geronime, L. (2017). Experiences That Predict Early Career Teacher Commitment to and Retention in High-Poverty Urban Schools. Urban Education, 52(7): 799-828.
https://doi.org/10.1177/0042085915574531
Woolfolk, A. E., & Hoy, W. K. (1990). Prospective teachers' sense of efficacy and beliefs about control. Journal of Educational Psychology, 82(1): 81-91. https://doi.org/10.1037/0022-0663.82.1.81
Zorić, A., & Opačić, G. (1997). A new criterion for determination of the number of important principal components of standardized image variables. Rad izložen na X Kongres psihologa Jugoslavije. Beograd: Savez društava psihologa Jugoslavije, str. 9.
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