Abstract

The main object of our study is the teachers' perception of responsibility with reference to the minors' rights. By assuming an original theoretical perspective, some socio- cognitive dimensions, socio-structural factors, and social representations were considered, with the purpose to evidence the interconnection between individual and social factors in the assumption of responsibility. It was obtained that teachers refer to responsibility in different ways. The teachers' interpretations of their role of guarantors have been hypothesized to be strictly influenced by their perceptions of personal and collective efficacy, and by the specific context - normal or at risk. The results of the correlation analysis have confirmed the interdependence between the constructs considered, and the regression analysis has identified self-efficacy, collective efficacy, and "normal" context as the predictors of responsibility.