Quantitative analysis of teachers’ self-efficacy and willingness in inclusive practices for students with autism in Hong Kong, highlighting key predictors.
Key Points
The study aims to explore factors influencing teachers' self-efficacy and willingness to teach students with autism spectrum disorder in Hong Kong.
Quantitative survey of 446 in-service teachers from a professional development course.
Assessment of self-efficacy and willingness to implement inclusive practices for students with ASD.
Analysis of predictors including contact with students with ASD, principal support, and resource availability.
Teachers reported moderate self-efficacy and willingness in implementing inclusive practices for students with ASD.
Contact with students with ASD, principal support, and resource availability positively predicted self-efficacy and willingness.
Knowledge of inclusive legislation predicts self-efficacy but not willingness, with age and gender also influencing self-efficacy.