English: This article outlines an attempt to help teachers to become more effective role
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