NotesFAQContact Us
Search Tips
ERIC Number: ED567422
Record Type: Non-Journal
Publication Date: 2014
Pages: 135
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3037-9812-2
Teacher Self-Efficacy in Working with Children with Autism in the General Education Classroom
McCullough, Mary Irene
ProQuest LLC, Ph.D. Dissertation, Walden University
Autism is being diagnosed at an unprecedented rate, with an influx of children with autism being educated in the general education classroom. A positive self-efficacy amongst teachers is imperative as education moves toward the inclusive education model. Bandura theorized a bidirectional approach in the improvement of self-efficacy. The purpose of this correlational study was to examine general education teacher self-efficacy in regards to working with children with autism, as related to their knowledge of autism, experience, and professional development. A random sample of 78 certified elementary teachers completed the Teacher Sense of Efficacy Scale (TSES) and a standardized Autism Questionnaire. Teachers also provided information on their experience with autism and the number of autism professional developments seminars attended. The results showed a significant positive correlation between teacher self-efficacy and professional development, supporting the importance of professional development experiences and the potential impact on teacher self-efficacy. Similarly, this research indirectly supports the importance of knowledge and experience of autism as they relate to self-efficacy. Social change opportunities are evident because, to build and retain great teachers and provide a quality education for special populations, training is key. Likewise, the results provide a pathway to the development and facilitation of specialized training by teacher education programs, administrators, counselors, psychologists, and others who support the education of children with exceptional needs, while also highlighting the importance of teachers' needs in regards to teaching a special population of students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A