Social Support and Self-Efficacy in Problem Solving Among Teacher Assistance Teams and School Staff

Previous research has neglected to examine possible antecedents to self-efficacy in problem solving among school staff. In the current study, the relationship between social support and self-efficacy in problem solving was investigated at 27 elementary schools. Participants were 125 teacher assistance team (TAT) members and 129 staff receiving their services (TAT consumers). Three types of social support were examined: guidance, reliable alliance, and reassurance of worth. The results indicated that reassurance of worth had a particularly strong relationship to the TAT consumers' self-efficacy with respect to (a) over all problem-solving skills and (b) planning and evaluating interventions for students with behavior problems.