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Teacher self-efficacy of primary school teachers working in Irish ASD classes

Ryan, Amy orcid logoORCID: 0000-0003-4541-5325 and Mathews, Elizabeth S. orcid logoORCID: 0000-0001-7588-3256 (2021) Teacher self-efficacy of primary school teachers working in Irish ASD classes. European Journal of Special Needs Education, 37 (2). pp. 249-263. ISSN 0885-6257

Abstract
This study investigated the perceived Teacher Self-Efficacy (TSE) of primary school teachers in Ireland who are working in special classes for students with autism. Furthermore, it sought to examine whether these perceptions of TSE were related to special class teaching experience, their engagement in professional development pertaining to autism, and their perceptions of principals’ instructional support. An online questionnaire was administered to 139 of these teachers. The findings indicated that participants had a relatively high sense of TSE. Correlation analyses identified statistically significant, positive correlations between the three independent variables and the dependent variable of TSE.
Metadata
Item Type:Article (Published)
Refereed:Yes
Uncontrolled Keywords:autism special class efficacy; Teacher self-efficacy; Autism education; Teacher experience; Professional development; Leadership support; ASSET
Subjects:Social Sciences > Education
Social Sciences > Teaching
DCU Faculties and Centres:DCU Faculties and Schools > Institute of Education > School of Inclusive & Special Education
Publisher:Taylor & Francis
Official URL:https://doi.org/10.1080/08856257.2021.1872996
Copyright Information:© 2021 Taylor & Francis
ID Code:28348
Deposited On:22 May 2023 15:38 by Elizabeth Mathews . Last Modified 22 May 2023 15:38
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