ADDRESSING THE NEEDS OF TEACHERS IN DISADVANTAGED ENVIRONMENTS

THROUGH STRATEGIES TO ENHANCE SELF-EFFICACY

L A WOOD & TILLA OLIVIER

BACKGROUND

• Invitation to HPS school

• Teachers not motivated, felt helpless

• Need to gain confidence, skills before can reach HPS goals

SELF EFFICACY

Within context of teacher development:

• Intrinsic growth

• Internal locus of control

• Interaction with environment

• Reflective practice

GROUP PROCESS

INITIATION PHASE!!

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Commit to participate in groupBe open to change/ developmentIdentify own needs and make them known to groupAgree on goals for group and contractBe willing to trust/risk and share feelings/experiences

FACILITATION PHASE!

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Actively participate in activities to reach group goalsTake on roles/responsibilities to foster group developmentDeal with conflict as it arisesRevise and reset group goals

MAINTENANCE PHASE!!

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Take on leadership rolesProvide support to other group membersContinually reassess and monitor group goalsApply learnings from group to practiceRemain committed to group development and attainment of group goals

Adapted from Anstey (1983:41-42)

INITIATION PHASE!

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Gain entrance to school and support of principal/teachersSet norms/ Discuss expectations/contract with membersBuild relationship with teachersCreate a trusting climate and foster group attractionPromote interaction among membersHelp group members set goals

FACILITATION PHASE!

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Foster development of self-efficacy via exercises/feedback/ modelling etc.Help members to deal with conflicts/problemsAssist in identifying member roles and guiding members towards goal attainmentIdentifying and encouraging leadership rolesFostering responsibility for group among membersFostering group decision-making and encouraging efforts to develop effective group proceduresPreparation of group for withdrawal of facilitator and dealing with feelings around this issue

MAINTENANCE PHASE!

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Encourage group autonomyClarify new role as consultant and agree on availabilityEvaluate success of group and provide feedback

Reflective practice

FACILITATOR

TEACHER

EmpowermentDisempowerment

RESEARCH PROBLEM

How can we increase the effectiveness of teachers in a HPS by addressing their beliefs and needs in order to improve their self-efficacy?

PURPOSE OF RESEARCH

• To ascertain the perceived beliefs and needs of the teachers with regard to their ability to be effective HPS teachers

• To implement the model to improve self-efficacy as designed by researchers

• To evaluate the intervention based on the model

RESEARCH METHODOLOGY

Qualitative approach, availability sampling

Data collection: • needs assessment (qualitative questionnaire)• evaluation (reflective journals, observation by researchers,

field notes, focus group)

Data analysis:Coding into themes matched to criteria of self-efficacy

Trustworthiness & ethical considerations:Triangulation, prolonged engagement, rich description, re-coding,

audit trail, reference adequacy

Informed consent, voluntary participation, confidentiality

Theme 1: Teachers did not believe they had skills or power to make a difference

Lack of personal life skills, external locus of control, unable to deal with own emotions

Strategies to increase self-efficacy• Bring issues to group and encourage mutual support and generation

of solutions• Reflection on own thoughts, feelings, actions and decisions• Support in putting skills into practice, positive reinforcement• Treating mistakes as learning experiences for group• Assisting group members in identifying and establishing key

relationships• Helping them set and adhere to goals• Attribution training• Deal with conflict

Theme 2: Inability to interact effectively with environment

Social problems rendered them helpless and made interaction with parents problematic

Strategies to increase self-efficacy• Systemic thinking • Involving other role players• Building relationships• Problem solving

EVALUATION

Teachers reported:

• Increase in life skills and self-confidence

• Experiencing positive feelings

• Felt more in control

• Better able to interact with others

• Believed they could solve problems

CONCLUSION

Group-based intervention, based on model seems to have been successful in increasing teacher self-efficacy beliefs.