Mohammed Abdulrhman Alassaf
The findings indicate that teachers' self-efficacy is closely associated with self-reported inclusive education orientations toward students with ASD among the participating teachers. They also suggest that targeted training, teaching experience, teaching role, and autism-specific exposure may be relevant factors in supporting inclusive education. Because of the cross-sectional design, convenience sampling, and reliance on self-report data, the findings should be interpreted as evidence of association rather than causation, population-level generalizability, or direct evidence of observed classroom practice.
BACKGROUND: Inclusive education is increasingly recognized as an important approach to promoting equitable learning opportunities for all students, including students with autism spectrum disorder (ASD). Teachers' self-efficacy, or their perceived capability to manage classrooms, adapt instruction, and support diverse learners, is considered an important factor in autism inclusion. However, limited research in Saudi Arabia has examined teachers' self-efficacy in relation to self-reported inclusive education orientations toward students with ASD.
OBJECTIVE: This study aimed to assess teachers' self-efficacy and self-reported inclusive education orientations toward students with ASD in Riyadh, Saudi Arabia. It also examined whether selected demographic and professional characteristics were associated with self-efficacy and inclusive education orientations.
METHODS: A cross-sectional correlational design was used. A convenience sample of 381 general and special education teachers from mainstream schools in Riyadh participated in the study. Data were collected using a structured, self-administered questionnaire covering demographic and professional characteristics, teachers' self-efficacy, and inclusive education orientations toward students with ASD. Descriptive statistics, independent-samples t-tests, one-way ANOVA, Pearson's correlation, and multiple linear regression were conducted using SPSS version 27.
RESULTS: Teachers reported moderately high levels of self-efficacy (M = 3.84, SD = 0.62) and generally positive inclusive education orientations (M = 3.88, SD = 0.59). A strong positive correlation was found between self-efficacy and inclusive education orientations (r =0.62, p < 0.001). In the regression model, self-efficacy showed the strongest association with inclusive education orientations (β =0.48, p < 0.001). Prior training on inclusion, longer teaching experience, special education teaching role, and prior experience teaching students with ASD were also significantly associated with more positive inclusive education orientations.
CONCLUSION: The findings indicate that teachers' self-efficacy is closely associated with self-reported inclusive education orientations toward students with ASD among the participating teachers. They also suggest that targeted training, teaching experience, teaching role, and autism-specific exposure may be relevant factors in supporting inclusive education. Because of the cross-sectional design, convenience sampling, and reliance on self-report data, the findings should be interpreted as evidence of association rather than causation, population-level generalizability, or direct evidence of observed classroom practice.