Knowledge, attitude and professional self-efficacy of Chinese mainstream primary school teachers regarding children with autism spectrum disorder

Abstract

BackgroundThis study investigated primary school teachers’ knowledge of autism spectrum disorder (ASD) and their attitude and professional self-efficacy regarding children with ASD. MethodFour hundred and ten mainstream primary school teachers were assessed using the Autism Stigma and Knowledge Questionnaire, the Autism Attitudes Scale for Teachers and a professional self-efficacy scale. ResultsThe results showed that the teachers’ knowledge of ASD was significantly correlated with their attitude and professional self-efficacy regarding children with ASD. Attitude both mediated and moderated the correlation between knowledge and professional self-efficacy. ConclusionsThe study demonstrated that knowledge and attitude are important indicators of professional self-efficacy. As such, teachers’ professional self-efficacy regarding children with ASD can be improved by improving their knowledge of ASD and attitude toward these children.