SOCIAL SUPPORT AND SELF-EFFICACY IN PROBLEM-SOLVING AMONG TEACHER ASSISTANCE TEAMS AND SCHOOL STAFF

Previous research has neglected to examine possible antecedents to sel f-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 thei r services (TAT consumers), Three types of social support were examine d: guidance, reliable alliance, and reassurance of worth. The results indicated that reassurance of worth had a particularly strong relation ship to the TAT consumers' self-efficacy with respect to (a) overall p roblem-solving skills and (b) planning and evaluating interventions fo r students with behavior problems.