Self-efficacy of teachers and parents of children with autism spectrum disorders and its relationship with the children’s adjustment in school

Abstract

The present studies investigate parental self-efficacy (PSE) and teacher self-efficacy (TSE) in relation to school adjustment of children with Autism Spectrum Disorder (ASD) in local primary and secondary schools. Questionnaires from 2781 parents and 489 teachers were recruited through the JC A-Connect: Jockey Club Autism Support Network (JC A-Connect) project. Study 1 aims to explore the most salient constructs of school adjustment, PSE and TSE in the context of managing children with ASD. Results provide empirical support for the multi-dimensionality of these constructs. Study 2 aims to explore sense of efficacy of carers in relation to the ASD symptoms of the children and their adjustment in school. Results provide partial support for the hypotheses that the severity of ASD symptoms in children is inversely correlated with the level of their school adjustment and carers’ efficacy level. On the other hand, children’s level of school adjustment is positively correlated with carers’self-efficacy level. Study 3 compares the levels of PSE and TSE across two developmental stages of the students, namely childhood and early adolescence. Results provide partial support for the hypothesis that the levels of PSE and TSE among primary school teachers and parents are higher than those from secondary schools. Possible interpretations of the results, implications of the present studies are also discussed in this article.