Teacher self-efficacy of primary school teachers working in Irish ASD classes
Ryan, AmyORCID: 0000-0003-4541-5325 and Mathews, Elizabeth S.ORCID: 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
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