European Scientific Journal July 2017 edition Vol.13, No.19 ISSN: 1857 – 7881 (Print) e - ISSN 1857- 7431 70 Comparing Professional Self-Confidence: Opinions of Lithuanian, Ukrainian and Finnish Teachers Tetiana Ponomarenko, MA Vytautas Magnus University, Kaunas, Lithuania doi: 10.19044/esj.2017.v13n19p70 URL:http://dx.doi.org/10.19044/esj.2017.v13n19p70 Abstract The current study reports findings of quantitative investigation of the opinions of Lithuanian, Ukrainian and Finnish teachers on their perceived professional self-confidence with a sample of 393 practicing teachers. Teachers’ self-esteem, self- and collective efficacy were examined as components of teachers’ professional self-confidence. Collective efficacy beliefs were measured in terms of teachers’ subjective perception of efficacy of school community members, namely, the principal, colleagues, students and their parents. The results indicated that Finnish teachers have a significantly higher level of professional self-esteem, while Lithuanian teachers indicated a lower level, and Ukrainian - the lowest. There is no significant difference between self- and collective efficacy of Lithuanian and Finnish teachers, while Ukrainian teachers scored significantly lower. Consequently, Finnish teachers have the highest level of professional self- confidence, while Lithuanian teachers have an average level, and Ukrainian teachers have the lowest. Lithuanian, Ukrainian and Finnish teachers indicated different patterns of their perceptions of the extent to which members of the school community meet their obligations. Keywords: Self-confidence, teacher’s professional self-confidence, self- esteem, self-efficacy, collective efficacy Introduction Changes in society and in the world of work, the growing need of lifelong skills, combined with reforms of education policies, create challenges for teachers and sometimes cause stressful working conditions, affecting teachers' beliefs about their own abilities to teach and value themselves as professionals. According to general Teaching Council of England, the majority of teachers claimed being disrespectfully regarded by the society, and more than half of them reported about absence of respect from government and students’ parents. Moreover, teachers reported about the crisis of professional self-confidence, feeling themselves untrusted,