The role of self-efficacy, social support, and a school-based parenting program in preventing adolescent mothers from dropping out of high school

Social learning and social support theories provide the framework for this study which sought to explore the effectiveness of a school-based teen-parenting program. Specifically, the study sought to determine whether there is a significant difference in teen mothers who have or have not participated in a school-based parenting program with regard to their school attendance, academic GPA, social network, and self-efficacy. A quantitative, nonequivalent control group research design was used. Sixty-one teen mothers aged 15-19 years who were enrolled in high school and participating in a schoolbased teen-parenting program (PASS) and 57 teen mothers of the same age who were enrolled in high school but not participating in a school-based teen-parenting program comprised the sample. Data were collected before and after program intervention and were generated from the PASS Participant Survey, Perceived Social Network Inventory, Life Effectiveness Questionnaire, and school records. Statistical analysis involved descriptive statistics as well as multivariate analyses of covariance to test for differences between the groups. The hypothesis of this study was not supported and results suggest that attendance, GPA, self-efficacy, and social support levels are not higher for teen mothers in a school-based program as compared teen mothers not enrolled. This study provided no empirical support for the efficacy of the program on these measures; however, further research is needed that incorporates larger samples. The potential for social change occurs when teen mothers are encouraged to complete high school, seek higher education and good jobs to become productive citizens able to raise their children in a stable environment.