Given that teacher self-efficacy has been recognized as a significant predictor of desirable outcomes at the student as well as at the teacher level, it is necessary to address the lack of a robust measure of this construct in Serbia. the present study examined the reliability, factor structure, and criterion validity of the 12-item teachers' Sense of efficacy Scale (tSeS) among a sample of 452 Serbian teachers. Internal consistency estimates for scores on the tSeS varied from .77 to .88. the results of confirmatory factor analysis showed that a three-factor model of the tSeS yielded the best fit to data. criterion validity of the tSeS was supported by relationships of all its subscales with teacher job satisfaction. Primary school classroom teachers reported significantly higher self-efficacy for student engagement compared to secondary and high school teachers. No significant differences were found with gender and years of teaching experience. our results confirm that the tSeS is a reliable and valid instrument, and thus potentially useful for research within the Serbian cultural context. both areas for future research and practical implications are discussed.

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Дебате о примени квантитативних, квалитативних и микс-методских методолошких приступа у друштвеним наукама, углавном су вођене потребом да се оправда смисао квалитативних истраживања и њихов простор у контексту модерне науке. У том смислу, циљ овог рада јесте разматрање потребе за применом једног од квалитативних методолошких приступа у истраживањима проблема социјалне педагогије – нацрта утемељене теорије. У првом делу рада, аутори сагледавају развој, конститутивна својства и методолошке претпоставке утемељене теорије, аутора Glasera и Straussa. Методологија и сам нацрт утемељене теорије представљен је у односу на своје главне претпоставке и кључне елементе (фазе): прикупљање квалитативних података, методу константног упоређивања, кодирање и теоријско узорковање. У другом делу рада, аутори експлицирају методолошки сажету, али кохерентну интерпретацију ове врсте квалитативног истраживања која има значајан потенцијал разумевања социјалнопедагошких феномена, на начин који омогућава генерисање интегрисаних теорија и њихову већу апликативност од стране социјалних педагога/практичара.

The Behavior and Instructional Management Scale (BIMS) was developed to assess the bidimensional construct of classroom management. The purpose of this study was to evaluate the factor structure and psychometric properties of the BIMS using Serbian teachers. Confirmatory factor analysis was conducted on the data collected from a sample of 660 teachers, with results supporting a two-factor model of the BIMS. Both subscales of the BIMS demonstrated adequate internal consistency. Furthermore, results indicated that the two-factor model of the scale has good convergent validity. In conclusion, the BIMS can be recommended to researchers interested in measuring teacher classroom management in Serbia.

School connectedness is a significant construct that has various positive outcomes for students, so it is important to investigate its determinants. Students? connectedness to school depends on their interaction with teachers. The aim of this study was to examine the relationship between teachers? support and students? perceptions of school connectedness. Participants were 325 students from 29 high school classes. Data were collected using research tools for assessing students? perceptions of teachers? support, homeroom teachers? support, and school connectedness. Multilevel modeling was applied, since students were nested within classrooms. The obtained results revealed that, after controlling the effects of gender and type of school, the teacher?s support significantly predicted the students? connectedness to school at the individual (student) level. In addition, class-level homeroom teacher?s support was positively associated with students? school connectedness at the class level. The relation between teachers? support and students? school connectedness did not significantly vary across classes. This study indicates that teachers? support plays an important role in fostering students? connectedness to school. Implications of this study are relevant for teachers? initial education and professional development.