Self-efficacy among Special Education Teachers Who Teach Students Diagnosed with Autism Spectrum Disorder
School of Education
Doctor of Education in Curriculum & Instruction (EdD)
Self-efficacy, Work Engagement, Autism Spectrum Disorder, Special Education, Likert Scale
Curriculum and Instruction | Special Education and Teaching
Hosley, Pamella Tracy, "Self-efficacy among Special Education Teachers Who Teach Students Diagnosed with Autism Spectrum Disorder" (2019). Doctoral Dissertations and Projects. 2130.
The purpose of this quantitative study is to determine the relationship between perceived self-efficacy and work engagement among teachers of students diagnosed with autism spectrum disorder (ASD). Self-Efficacy data will be gathered using the Ohio version of the Teachers’ Sense of Efficacy Scales (TSES-T) and the student engagement, classroom management and the instructional strategies sub-scales. Work engagement will be evaluated using the Utrecht Work Engagement Total Scale. Participants will be 66 special education teachers who teach students diagnosed with ASD. A bivariate correlational design employing a Pearson correlation analysis was used to determine if there is a significant relationship between work engagement and perceived self-efficacy as measured by the TSES-T subscales consisting of; instructional strategies, classroom management, and student engagement, among special education teachers who teach students with ASD. The results revealed that special education teachers believed that they have the ability to cope with teaching ASD students (self-efficacy) and that they have significant influence on the workplace environment (the agentic aspect of social cognitive theory).