A model to increase teacher self-efficacy

Abstract

English: This article outlines an attempt to help teachers to become more effective role models and instructors of life skills via the development of a self-efficacy model. The model is founded on the premise that teachers first have to believe in their own ability to effectively cope with life’s challenges before they can teach learners to do so. Based on a theory-generative research design, the model proposes to promote teachers’ self-efficacy by initiating and facilitating four simultaneous processes within the framework of continuous reflective practice, namely intrinsic growth, the development of an internal locus of control, and interaction with the environment.Afrikaans: Die artikel bied die hooftrekke van ’n poging om onderwysers te help om meer effektiewe rolmodelle en onderrigters van lewensvaardighede te word, by wyse van die ontwikkeling van ’n selfbevoegdheidsmodel. Die model is gebaseer op die aanname dat onderwysers eers moet glo in hulle eie vermoë om lewensuitdagings die hoof te kan bied, voordat hulle leerders kan leer om dit te doen. Met teoriegenerering as navorsingsontwerp en deur die inisiëring en fasilitering van drie gelyktydige prosesse — naamlik intrinsieke groei, die ontwikkeling van ‘n innerlike lokus van beheer, en interaksie met die omgewing, binne die raamwerk van volgehoue reflektiewe praktyk — wil die model onderwysers se selfprobaatheid ontwikkel.