<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0123-1294</journal-id>
<journal-title><![CDATA[Educación y Educadores]]></journal-title>
<abbrev-journal-title><![CDATA[educ.educ.]]></abbrev-journal-title>
<issn>0123-1294</issn>
<publisher>
<publisher-name><![CDATA[Universidad de La Sabana]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0123-12942016000300339</article-id>
<article-id pub-id-type="doi">10.5294/edu.2016.19.3.2</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Determinantes e impacto de los sentimientos de autoeficacia en los profesores]]></article-title>
<article-title xml:lang="en"><![CDATA[The Determining Factors and Impact of Self-Efficacy Feelings on Teachers]]></article-title>
<article-title xml:lang="pt"><![CDATA[Determinantes e impacto dos sentimentos de autoeficácia nos profesores]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Covarrubias-Apablaza]]></surname>
<given-names><![CDATA[Carmen Gloria]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mendoza-Lira]]></surname>
<given-names><![CDATA[Michelle Celinda]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Talca  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Autónoma de Chile  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2016</year>
</pub-date>
<volume>19</volume>
<numero>3</numero>
<fpage>339</fpage>
<lpage>354</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0123-12942016000300339&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0123-12942016000300339&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0123-12942016000300339&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Los centros educativos, en la actualidad, deben enfocar sus prácticas de enseñanza hacia el fomento del desarrollo intelectual, y de la motivación intrínseca en los estudiantes, con tal de que adquieran las competencias para aprender durante toda la vida. Los sentimientos de autoeficacia constituyen una fuerza poderosa que incide en el campo conductual, actitudinal y relacional de profesores y alumnos. Este artículo tiene el propósito de exponer los resultados de los sentimientos de autoeficacia en una muestra de 544 profesores chilenos según el nivel de enseñanza (infantil, primario y secundario) y la administración del centro (público, particular subvencionado y particular pagado). Los hallazgos de este estudio revelan diferencias significativas en los sentimientos de autoeficacia docente según el tipo de administración del centro educativo, pero no así en los niveles de enseñanza.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Nowadays, educational centers must guide their teaching practices towards promoting intellectual development and the intrinsic motivation of students, as long as they acquire the skills to learn throughout their entire life. Self-efficacy feelings are a strong force that affects the behavioral, attitudinal and relational fields of both teachers and students. This article aims to show the results of self-efficacy feelings on a sample consisting of 544 Chilean teachers based on teaching level (nursery, elementary and high school) and management of the educational center (public, subsided private and paid private). The article's findings reveal significant differences in the selfefficacy feelings of teachers based on the type of management of the educational center, but not in teaching levels.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Na atualidade, os estabelecimentos de ensino devem focalizar suas práticas de ensino para o fomento do desenvolvimento intelectual, e da motivação intrínseca nos estudantes, com o objetivo de eles adquirirem as competências para a aprendizagem ao longo de toda a vida. Os sentimentos de autoeficácia constituem uma força poderosa que incide no âmbito comportamental, atitudinal e relacional de professores e alunos. Este artigo tem o propósito de expor os resultados dos sentimentos de autoeficácia, em uma mostra de 544 professores chilenos segundo o nível de ensino (infantil, fundamental e médio), e a administração do estabelecimento (público, particular subsidiado e particular pago). Os achados deste estudo revelam diferenças significativas nos sentimentos de autoeficácia docente segundo o tipo de administração do estabelecimento educativo, mas não nos níveis de ensino.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Gestión escolar]]></kwd>
<kwd lng="es"><![CDATA[sistema educativo chileno]]></kwd>
<kwd lng="es"><![CDATA[formación de profesores]]></kwd>
<kwd lng="es"><![CDATA[calidad de la enseñanza]]></kwd>
<kwd lng="es"><![CDATA[Chile]]></kwd>
<kwd lng="en"><![CDATA[School Management]]></kwd>
<kwd lng="en"><![CDATA[Chilean Educational System]]></kwd>
<kwd lng="en"><![CDATA[Teacher's Training]]></kwd>
<kwd lng="en"><![CDATA[Teaching Quality]]></kwd>
<kwd lng="en"><![CDATA[Chile]]></kwd>
<kwd lng="pt"><![CDATA[Gestão escolar]]></kwd>
<kwd lng="pt"><![CDATA[sistema educativo chileno]]></kwd>
<kwd lng="pt"><![CDATA[formação de professores]]></kwd>
<kwd lng="pt"><![CDATA[qualidade do ensino]]></kwd>
<kwd lng="pt"><![CDATA[Chile]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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