scholarly journals Teacher Self-Efficacy for Teaching Students With Autism Spectrum Disorder: Associations with Stress, Teacher Engagement, and Student IEP Outcomes Following COMPASS Consultation

2019 ◽  
Vol 35 (1) ◽  
pp. 47-54 ◽  
Author(s):  
Abigail M. A. Love ◽  
Jordan A. Findley ◽  
Lisa A. Ruble ◽  
John H. McGrew
Keyword(s):  
Autism Spectrum Disorder ◽  
Classroom Management ◽  
Self Efficacy ◽  
Student Outcomes ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Teacher Engagement ◽  
Students With Autism ◽  
Teacher Self Efficacy ◽  
Consultation Intervention

Although teachers reporting high teaching self-efficacy demonstrate positive teaching behaviors, minimal stress, and superior classroom management techniques, surprisingly few studies have demonstrated a relationship between teacher self-efficacy and student outcomes. This study explored self-efficacy specific to teaching students with autism spectrum disorder (ASD), and examined relationships with stress, teacher engagement, and student individualized education program (IEP) outcomes. Special education teachers ( N = 44) were recruited as part of a larger study examining a consultation intervention. Results indicated that self-efficacy for teaching students with ASD was significantly and positively correlated with teacher engagement and student outcomes, and negatively correlated with teacher stress. Furthermore, teachers who received the consultation intervention reported higher levels of self-efficacy for teaching students with ASD. This is the first study to report a direct association between teacher self-efficacy and student IEP outcomes and the potential positive impact of a teacher consultation intervention on the teacher intrapersonal factor of self-efficacy.

scholarly journals Developing and Validating the Teacher Self-Efficacy for Teaching Students with Autism Spectrum Disorder (TSE-ASD) Scale

2020 ◽  
Vol 8 (4) ◽  
pp. 673-678
Author(s):  
Nabi Nazari ◽  
Keyword(s):  
Autism Spectrum Disorder ◽  
Self Efficacy ◽  
Self Regulation ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Teachers Beliefs ◽  
Efficacy Measure ◽  
Specific Teaching ◽  
Students With Autism ◽  
Supporting Teachers

Background: Autism spectrum disorder (ASD) continues to rise at an astonishing rate. As many schools attempt to create an inclusive environment conducive for students with autism to support academic success, we must recognize the teacher's role in creating an inclusive classroom. Using a student-specific teaching self-efficacy measure might provide more useful information for supporting teachers' beliefs for teaching students with ASD. Teachers with high self-efficacy have a positive impact on student achievement. The purpose of this investigation was to develop an instrument that can be used to measure teachers’ self-efficacy for effectively working with students with ASD. The original version of the scale was translated and back-translated into Persian, followed by a pilot study. A sample (n=633) of university students was recruited. Results indicated that the scale represented a unidimensional construct with acceptable internal consistency. Exploratory factor analysis demonstrated the unidimensionality of the TSE-ASD. The maximum likelihood confirmatory for the 12-item TSE-ASD model indicated excellent model fit indices (χ2/df=2.60, CFI=0.956, SRMR=0.049, PCLOSE >0.05, RMSEA=0.062, 90% CI [0.052, 0.082]). As for criterion-related validity, The Pearson correlation coefficients between (TSE-ASD score) and self-regulation (r= 0.72, p<0.01) revealed a large correlation and linear regression indicating that TSE-ASD significantly predicted self-regulation, b = 0.69, p < 0.001. Using a student-specific teaching self-efficacy measure might provide more useful information for supporting teachers' beliefs for teaching students with ASD. The findings provide evidence that TSE-ASD is a reliable and valid instrument for assessing teacher self-efficacy for teaching students with Autism Spectrum Disorder in educational settings among Persian speaking individuals.

Self-efficacy and burnout in teachers of students with autism spectrum disorder

2017 ◽  
Vol 36 ◽  
pp. 8-20 ◽  
Author(s):  
Emilie Boujut ◽  
Maria Popa-Roch ◽  
Emilie-Anne Palomares ◽  
Annika Dean ◽  
Emilie Cappe
Keyword(s):  
Autism Spectrum Disorder ◽  
Self Efficacy ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Students With Autism
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