The study presents a survey of perceived teacher self-efficacy on a sample of future and beginning Slovak secondary school teachers in two research approaches. The research aimed to find out the perceived professional proficiency of teacher students and future teachers in didactic readiness in the context of positive psychology. The obtained data from both groups were compared with foreign research results in this area.

The following pages are intended to show why sexual difference constitutes a category that surpasses both the traditional hetero-normative model and the postmodern multiplication of infinite self-determined genders. Both false alternatives are founded on a dualistic framework that separates and excludes some kind of fixed and eternal abstract entities, on the one hand, and on the other, finite signifiers that are increasingly fragmented. Sexual difference, on the contrary, allows us to posit the self-differing and immanent multiplicity of each sex without the need to reify or eliminate them.