Self-efficacy and collective efficacy beliefs of teachers of pupils with autism in the UK

Abstract

A considerable number of children with autism in the UK display complex learning needs and present challenges to teachers who struggle to meet their educational needs. Teacher effectiveness as well as pupils’ achievement has been linked to self-efficacy and collective efficacy. These constructs have been explored in mainstream education but less so in special education. The purpose of this thesis was to explore the beliefs of teachers in their own capabilities when teaching children with autism [their self-efficacy] and beliefs in the capabilities of their teams [collective efficacy] to produce outcomes for their students with autism. This research sought to explore whether demographic characteristics are related to self-efficacy and collective efficacy and to seek the teachers’ views on factors that may influence their self and collective efficacy. This thesis followed a mixed methods approach. It took place in two phases. The first (quantitative) phase investigated relationships between the two constructs and demographic information. The second (qualitative), phase explored the issues further through semi-structured interviews. Twenty-four teachers of pupils with autism, from five schools in the area of Greater London graded as outstanding by Ofsted were interviewed. The schools were educating children with autism. The interviews were analysed using thematic analysis. The findings demonstrated that self-efficacy and collective efficacy beliefs are higher in schools graded as outstanding by Ofsted (Office for Standards in Education). Training, experience, vicarious learning, support by leaders and verbal persuasion had a positive influence on teachers’ self-efficacy. The children’s behaviour and special educational needs affected teachers’ self-efficacy as well as teachers’ emotional states. Pupil progress was attributed more to collaboration and collective efficacy than self-efficacy.