A model to increase teacher self-efficacy

Abstract

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.