Development of a Self-Efficacy Scale for Teachers Who Teach Kids With Autism Spectrum Disorder
Year of Publication
Master of Science in Education (MSEd)
Educational, School, and Counseling Psychology
Dr. Michael D. Toland
This study aimed to measure teachers’ self-efficacy for teaching students with autism spectrum disorder (ASD). Teacher self-efficacy refers to the belief teachers hold about their ability to affect student learning and has been shown to change teachers’ motivation, stress levels, and amount of given effort (Klassen, Tze, Betts, & Gordon, 2011). Numerous studies have dealt with the measurement of this construct and developed measures that assess teachers in different domains and populations; however, only one study (Ruble, Toland, Birdwhistell, McGrew, & Usher, 2013) has attempted to measure within the population of students with ASD. The purpose of the current study was to develop and pilot a new measure, the Teacher Self-Efficacy for Autism Scale (TSEAS), expand the construct to the target population, and provide sources of validity evidence. Results indicated that the TSEAS represented a unidimensional scale and latent correlation analyses suggested that the TSEAS has a positive correlation with a well-known teacher self-efficacy measure and has a low, positive correlation with a job satisfaction instrument. With continued refinement, the TSEAS can support others who wish to measure this construct and future application of the methods employed in building this scale can be applied to other scales with minor revisions.
Digital Object Identifier (DOI)
Love, Abigail M. A., "Development of a Self-Efficacy Scale for Teachers Who Teach Kids With Autism Spectrum Disorder" (2016). Theses and Dissertations--Educational, School, and Counseling Psychology. 45.
Educational Methods Commons, Educational Psychology Commons, Special Education and Teaching Commons