The efficacy of teachers in a number of selected schools in KwaZulu-Natal
The aims ofthis research were: • To detennine the status of teacher efficacy in a number of selected schools in KwaZulu-Natal. • To suggest a number of recommendations for the improvement of teacher efficacy in these schools. The life-world of the teacher involves a complex network of relationships with himself, with ideas, with objects and with others. Teachers are achievement oriented. Most teachers strive to realise their full potential through self-actualisation. Various studies have been conducted on teacher efficacy to determine the different dynamics that influence teacher motivation, teachers' professional esteem, thinking, decision-making, and classroom discipline and management. Results have shown that teachers with a high sense of efficacy are generally strongly motivated and satisfied with their jobs, persevere when faced with obstacles, maintain good classroom discipline, and attempt to bring out the best in their students. Conversely, teachers with a low sense of efficacy give up easily when faced with obstacles, are afraid to accept challenges, feel inadequate in the classroom, and harbour feelings of guilt and trepidation when their students perform poorly. For the purpose of the empirical investigation, a structured questionnaire "vas used. Teachers from schools in the City of Durban District were asked to complete the questionnaire. An analvsis was done of the 150 completed questionnaires that were returned. The data obtained was processed and interpreted by means of descriptive and inferential statistics. The null hypothesis, namely that there is no relation between the teacher's experience of the teaching situation and his efficacy, that is, the power to produce the effect wanted, has to be accepted. In conclusion, a summary and certain fmdings emanating from the literature study and the empirical investigation were presented. Based on these findings, the following recommendations were made: • Teachers need to be developed professionally. Proactive professional development programmes should be designed to extend the personal strengths of teachers. Professional development provides opportunities for teachers to acquire new skills and attitudes which can enhance their efficacy. • Teaching conditions need to be reformed. This involves transforming the microsystem, mesosystem, exosystem, and macrosystem. Teachers need to undertake initiatives which are designed to improve their efficacy. At the same time, school management and education authorities need to improve working conditions so that more effective teaching can take place. • Teachers need to be satisfied \vith their jobs in order to perform effectively. The workload of teachers needs to be reduced considerably to enable them to focus more on particular tasks. Furthermore, teachers reqmre greater incentives to motivate them to perform more effectively. • Stress in the workplace needs to be reduced if teachers are to perform optimally. The onus rests on all role players to make a concerted effort to control the level of stress in the workplace
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