Abstract
The article presents the results of a study where we tried to clarify the status of the category self-efficacy as a phenomenon that supposedly depends on a number of factors: the country of residence of teachers, the age and experience of their professional activities, indicators of mental burnout, and also (school teachers as a separate category of teachers) do they work with children with disabilities. 481 participants from Russia, the Republic of Belarus, the Republic of Kazakhstan, and the Kyrgyz Republic aged from 20 to 60+ years were recruited for this study, 96,7% of them were women. 182 participants were teachers, 110 of them were teachers of inclusive education. The following methods were used: the Professional Burnout technique, the General Self-Efficacy Scale, and statistical methods for processing the results. The results didn't show any difference in self-efficacy according to the country of residence. The age and associated work experience of teachers, working with children with disabilities also did not influence self-efficacy. Regression analysis showed a negative impact of the reduction of personal achievements on self-efficacy in all subgroups formed according to the country of residence. Based on the data obtained, it is concluded that the reduction of personal achievements has the greatest negative impact on teachers' self-efficacy; accordingly, it is assumed that work on the prevention of this component is effective when it is about forming teachers’ self-efficacy. We outline research prospects related to other possible self-efficacy factors.