This mixed-methods study explored the efficacy beliefs of 20 teachers at one Bronx high school and then used that information to generate further data on teachers' perceptions of the contextual factors that they believe impact their ability to teach. This examination of teacher beliefs at one particular school serving at-risk students provides insight into the beliefs urban teachers have about their ability to teach at-risk students.

I collected both quantitative and qualitative data over a 7-month period between June 2010 and January 2011. This included data from three surveys and from a series of four focus group discussions. My study highlights the beliefs that teachers at the school have about their own individual efficacy, the collective efficacy of the group, and their beliefs about which factors of context may help or hinder their ability to teach.

The research revealed that, despite the challenges of teaching at-risk students, these particular teachers have moderate to high levels of individual and collective efficacy. The research also provided information on which factors of context, both internal and external to the school, these teachers believe support or hinder their work. Participation in this action research study has raised the awareness of the teachers about the construct of efficacy and the potential impact of efficacy on teacher effectiveness. It has also provided the school with specific information to be used in an action plan for the school to support efficacy through factors of context. An important emerging theme is the factors of communication and collaboration within the school, which teachers believe to be very important factors needed to support their work.

The main purposes of the study were to provide the school with information about efficacy and context at the school and to use that information in support of an action plan for the school.