1. ADDRESSING THE NEEDS OF TEACHERS IN DISADVANTAGED ENVIRONMENTS THROUGH STRATEGIES TO ENHANCE SELF-EFFICACY L A WOOD & TILLA OLIVIER

2. BACKGROUND Invitation to HPS school Teachers not motivated, felt helpless Need to gain confidence, skills before can reach HPS goals

3. SELF EFFICACY Within context of teacher development: Intrinsic growth Internal locus of control Interaction with environment Reflective practice

4. GROUP PROCESS

5. 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?

6. 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

7. 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

8. 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

9. 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

10. 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

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