Teacher Self-Efficacy for Students with ASD

High levels of Teacher Self-Efficacy (TSE) is essential for educating students with Autism Spectrum Disorders (ASD) and other students with learning challenges. This poster will show results of a study using path analysis to determine predictors of TSE for educating these students. The findings indicated that teacher attitudes, observation of experts and consultation with experts were significant predictors of TSE, with attitudes having the largest direct effect. Indirect effects will be highlighted. Findings provide insight to educators, administrators and other stakeholders that can hopefully improve outcomes for these students.