Teachers’ self-efficacy in supporting learners presenting with autism spectrum disorder in mainstream classrooms

Abstract

Background: Teachers’ experiences with supporting learners who are living with autism spectrum disorder (ASD) in regular classrooms depend on their self-efficacy beliefs. Albert Bandura’s theory provides constructs of verbal persuasion, emotional state, prior experience, and observation of models, useful for in-service teacher training. Aim: To design, implement, and evaluate an interactive, in-service workshop to equip teachers with knowledge and skills for addressing the high-level needs of learners with ASD. Setting: Mainstream classrooms. Methods: Using qualitative participatory action research, we purposively sampled primary school teachers (n = 20) as participants. We developed the workshop’s content, based on literature and a pre-workshop survey of the teachers’ previous experiences. We facilitated the workshop in collaboration with the participants and conducted a post-workshop survey to evaluate the workshop’s effectiveness. Data were analysed thematically to reveal four themes. Results: Firstly, the challenges teachers’ experience cause doubts in their self-efficacy to support neurodiverse learners. Secondly, teachers relied on informal methods, ad hoc peer support, and minimal use of evidence-based strategies. Thirdly, after participating in the workshop, with hands-on activities, role-playing, and vicarious observations of models, the teachers’ confidence improved as they mastered effective strategies. Lastly, participants valued the effectiveness of the workshop, increasing their self-efficacy. Conclusion: Participatory, collaborative, interactive workshops strengthen teachers’ self-efficacy capacity to address unique ASD learning needs. Contribution: In-service workshops should be designed collaboratively with facilitators actively engaging teachers with accurate knowledge and practical strategies, which enhance self-efficacy to perform specialised didactic practices supporting the increasing prevalence of neurodiverse learners in mainstream classrooms.