The relationship between teacher self-efficacy, beliefs and teaching practices for children with autism spectrum disorders in Hong Kong mainstream kindergartens

Abstract

According to the Developmentally Appropriate Practice (DAP) proposed by the National Association for the Education of Young Children (NAEYC), early childhood education programme should be able to promote social competence of children through play, child-centered and interactive group activity. The prevalence of Autism Spectrum Disorder (ASD) has increased tremendously over the last two decades. Both the Hong Kong Education Bureau and NAEYC advocate a play-based and child-centred teaching approach and believe that applying the approach in pre-primary education programmes can provide more socialization opportunities to young children including children with ASD enrolling in integrated programmes in mainstream kindergartens. To what extent does Hong Kong kindergarten teachers of integrated programmes with children with ASD apply the DAP beliefs in actual practices in inclusive classroom? To what extent does Hong Kong kindergarten teacher’s self-efficacy for inclusive practices mediate the relationship between their DAP beliefs and teaching practices in inclusive classroom? How are teacher qualifications and work experiences related to teacher self-efficacy and their DAP teaching practices in kindergarten inclusive classroom?

One hundred and forty four Hong Kong kindergarten teachers of inclusive classes with children with ASD participated in the study. Teacher Self-efficacy Scale (TSE), Teacher Belief and Practices Survey (TBS) and the Instructional Activities Scale (IAS), were used to measure teacher self-efficacy, DAP beliefs and teaching practices in inclusive classroom respectively. Items specific to catering for children with ASD were included in each scale. Confirmatory Factor Analysis (CFA) was used to validate the three scales used. Results of path analysis using structural equation modelling showed that teacher self-efficacy had a significant mediating effect on the relationship of teacher DAP beliefs and teaching practices. Efficacious teachers were more likely to adhere to their DAP beliefs and conduct more child-centered activities for both groups of typically developed children and children with ASD. Correlation suggested that teacher self-efficacy is related to both work experiences and DAP teaching practices. Experienced teachers had higher level of teacher self-efficacy and more likely to confront challenges in inclusive classes than less experienced teachers. ANCOVA results showed that the main effect of teacher qualifications on both DAP beliefs and teaching practices were not significant. Yet, teachers who received training in programmes concentrated on pre-primary inclusive and special education were found to have higher teacher self-efficacy than those who had not undergone those training. While the enhancement of teachers’ teaching skills and knowledge is an essential element in any teacher training programme, the empowerment of teacher self-efficacy is equally important. Overall, the findings in the present study underscore the importance of teacher self-efficacy in understanding teacher DAP beliefs and teaching practices in inclusive classroom in Hong Kong kindergartens.