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Exploring sources of self-efficacy of special education teachers of pupils with autism spectrum disorder
Author
Goh, Geoffrey Beng Hoe
Supervisor
Poon, Kenneth K.
Abstract
This study attempted to investigate the relationship between the perceived self-efficacy of special education teachers of students with autism spectrum disorder (ASD) and the teachers’ sources of self-efficacy. The research question was how sources of self-efficacy specifically (a) mastery experiences, (b) social persuasion, and (c) emotional and physiological states were associated with teachers’ beliefs of self-efficacy. A co-relational design was employed and 132 special education teachers teaching in two special schools and two early intervention centres participated. Most of the teachers were between the ages of 26 and 30 years old. About 52% of the teachers have taught for less than five years. About 80% of them attended training related to special education and about 60% attended ASD-specific training. The teachers’ years of teaching experience, their training in special education and ASD-related courses and their views on ASD treatment modalities were measured as the first source of self-efficacy – mastery experiences. The second source of self-efficacy – verbal persuasion – was measured by the perceived frequency and utility of teacher supervision. The third source of self-efficacy – physiological and emotional states – was measured by teachers’ perceived experiences of stress, anxiety and depression over a one-week period. Multiple regression analyses indicated that (a) training in special education and ASD-related courses and (b) views on ASD treatment modalities were associated with positive reports of special education teachers’ sense of self-efficacy. In addition, there was a negative correlation between teachers’ sense of self-efficacy and the amount of stress, anxiety and depression they experienced over the week. Based on this study’s findings, teachers need to receive continual training in special education and to increase their knowledge of ASD. Additionally, teacher supervision made an impact on teachers’ self-efficacy.
Date Issued
2014
Call Number
BF637.S38 Goh
Date Submitted
2014