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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 favourdoi:10.15804/tner.2016.43.1.16 fatcat:2gna3v7jebe23cbs7ca55ajeam