THE RELATIONSHIP BETWEEN THE COMPONENTS OF EDUCATION COORDINATORS' SELF-PERCEPTION AND THEIR DIFFICULTY IN APPLYING THEIR PROFESSIONAL COMPETENCES

The aim of this paper is to analyse the relationship between the self-perception level among the education coordinators and their difficulty in applying their professional competences. Two research instruments have been used. The self-perception level among the education coordinators was measured by a scale questionnaire created by Bozik (2016). Their difficulty in applying professional competences was examined using our own scale questionnaire. The internal structure of the questionnaires was analysed using the exploratory factor analysis. The first questionnaire consisted of 6 dimensions (positive evaluation of one's own work; limits of one's own work influence; attractiveness of the coordinator's function; perception of the coordinator's status; opportunity for further professional development; cooperation with colleagues). The second questionnaire consisted of 4 dimensions (preventive, diagnostic, cultivating, and consulting). The reliability of these dimensions was identified using Cronbach's Alpha; the first questionnaire achieved the value of 0.66 - 0.81 and the latter the value of 0.88 - 0.94. The research sample consisted of 215 respondents. Except for the "cooperation with colleagues" dimension representing the external factor in the development of coordinators' self-perception - which showed statistically significant, yet trivial positive correlation with the difficulty of implementing the preventive competency - all dimensions pertaining to the construct showed statistically significant positive correlation regarding their difficulty with applying their professional competences. Weak and stronger direct dependencies have both been identified.