Abstract:
Lesotho is reported to have a high number of orphaned learners with 49, 698 orphans enrolled in
Secondary Schools. Out of this number, 12, 846 orphans are in schools in the Maseru district. The
gross enrolment rate of orphaned learners in secondary schools stands at 51.2%, with a completion
rate at 37.5%. These figures point to the need for teachers who can take care of such learners and
ensure that they complete their studies. The aim of the current study is to determine teachers'
perceptions of their efficacy in teaching orphaned learners in Maseru secondary schools. In this
qualitative research, data was collected using semi-structured interviews with twelve teachers
selected from six secondary schools in Maseru district. Thematic data analysis was used to analyse
the data collected. The study's findings revealed that teachers perceive themselves to be highly
efficacious because they are skilled in various areas such as communication, classroom
management, parenting, interpersonal, referral, and counselling. The findings further disclosed
that the sources of their efficacy beliefs include teaching experience, training, support from
colleagues and school management, previous experience, subjects taught, reading books, policies,
and mentorship. Participants in this study further asserted that their positive efficacy beliefs make
them confident, stay motivated, happy, patient, prepared, open-minded and empathic in dealing
with orphaned learners. The strategies used by the teachers to support orphaned learners include
zero tolerance toward discrimination, provision of counselling, extracurricular activities for
orphaned learners' social integration, competitions and positive reinforcements. The current study
recommends that principals provide teachers with requisite professional development
opportunities update their skills regularly to deal with orphaned learners. Moreover, the studyrecommends that higher education institutions develop specialised training programs to equip
student teachers with skills to address the needs of different vulnerable learners, including orphans.
Lastly, the study recommends that the Ministry of Education and Training offer support systems
and resources necessary to secondary school teachers.
