Can I teach students with Autism Spectrum Disorder?: Investigating teacher self-efficacy with an emerging population of students

Currently, 1 in 68 children in the U.S. is diagnosed with Autism Spectrum Disorder (ASD; Centers for Disease Control & Prevention, 2015) and this growing population of learners has been noted as one of the most challenging groups to teach. Teacher self-efficacy, the belief teachers hold about their instructional capabilities, has been shown to differ according to contextual factors, such as the type of students teachers face. The purpose of this investigation was to develop an instrument that can used to measure teachers’ self-efficacy for effectively working with students with ASD. Study 1 involved the development and evaluation of a new instrument, the Teacher Self-Efficacy for Students with Autism Scale (TSEAS) with a sample of general and special education teachers in the U.S. (N = 120). Study 2 involved a cross-validation of the measure with teachers in Australia (N = 85). Results indicated that the scale represented a unidimensional construct in both studies. Self-efficacy for teaching students with ASD was distinct from, though positively related to, general teaching self-efficacy, job satisfaction, and self-regulation. Using a student-specific teaching self-efficacy measure might provide more useful information for supporting teachers’ beliefs for teaching students with ASD.