A STUDY OF SELF-EFFICACY OF PRE-SERVICE SPECIAL EDUCATION TEACHERS IN TEACHING STUDENTS WITH AUTISM IN INCLUSIVE CLASSROOMS

Abstract

This study aimed to examine the self-efficacy  and training needs of special education student teachers in teaching autistic students in inclusive schools. The sample included 24 third-year and 18 fourth-year special education student teachers. A 5-point rating scale questionnaire was used to measure self-efficacy  levels. The findings showed that overall self-confidence was high. The highest mean scores were in areas of pride (𝑥̅ = 4.69), enjoyment in teaching (𝑥̅ = 4.57), and enthusiasm (𝑥̅ = 4.57), reflecting positive attitudes and motivation. However, lower confidence was reported in specific professional skills, such as writing Individualized Education Plans (IEPs) (𝑥̅ = 3.79), learning assessment (𝑥̅ = 3.79), and managing undesirable behaviors (𝑥̅ = 3.74). The study concludes that while student teachers possess strong foundational potential, further development is needed in planning and behavior management. It recommends enhancing the teacher education curriculum through more practical training, targeted workshops on IEPs and behavior strategies, and stronger collaboration between universities, schools, and parents.