Th e article provides an empirical analysis of a relationship between ethical orientations and educational self-effi cacy. Ethical orientations are defi ned in the theoretical system of K. Gilligan, whereas self-effi cacy is viewed through the social-cognitive theory. Th e results of the analysis of variance demonstrate the existence of statistically signifi cant diff erences in self-effi cacy between teachers who prefer the ethics of justice and those who prefer the ethics of care, in favour

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... the former. However, the Eta coeffi cient shows that the relationship strength is not very large. In conclusion of the result interpretation we explain what our research explicates and what lies beyond its capacity. Issue Self-effi cacy is considered as one of the key variables that account for acting (Bandura 1994) . It is also the case with the educational self-effi cacy in reference to teachers. Th e area of this random variable is fi lled by a number of factors. Our research concerns one of them, namely ethical orientation preferred by teachers. Both abovementioned variables have a solid theoretical tradition, which we will analyse before the problematization of the presented research.