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.

摘要

这项研究调查了在爱尔兰自闭症学生的特殊班级工作的爱尔兰小学教师的感知教师自我效能感（TSE）。此外，它试图检查这些对TSE的看法是否与特殊课堂教学经验，他们对自闭症有关的专业发展的参与以及他们对校长的教学支持的看法是否有关。对其中的139名教师进行了在线问卷调查。调查结果表明，参与者对TSE的意识较高。相关分析确定了TSE的三个独立变量与因变量之间的统计学显着正相关。