Preliminary investigation of the sources of self-efficacy among teachers of students with autism

Lisa A. Ruble, Ellen L. Usher, John H. McGrew

Research output: Contribution to journalArticlepeer-review

70 Scopus citations


Teacher self-efficacy refers to the beliefs teachers hold regarding their capability to bring about desired instructional outcomes and may be helpful for understanding and addressing critical issues such as teacher attrition and teacher use of research-supported practices. Educating students with autism likely presents teachers with some of the most significant instructional challenges. The self-efficacy of 35 special education teachers of students with autism between the ages of 3 to 9 years was evaluated. Teachers completed rating scales that represented self-efficacy and aspects of the following 3 of Bandura's 4 sources of self-efficacy: (1) sense of mastery, (2) social persuasions, and (3) physiological/affective states. Significant associations were observed between physiological/affective states and self-efficacy, but no associations were observed for the other sources.

Original languageEnglish
Pages (from-to)67-74
Number of pages8
JournalFocus on Autism and Other Developmental Disabilities
Issue number2
StatePublished - Jun 2011


  • attrition
  • autism
  • burnout
  • retention
  • self-efficacy
  • stress
  • teachers

ASJC Scopus subject areas

  • Pediatrics, Perinatology, and Child Health
  • Neurology
  • Clinical Neurology
  • Cognitive Neuroscience
  • Psychiatry and Mental health


Dive into the research topics of 'Preliminary investigation of the sources of self-efficacy among teachers of students with autism'. Together they form a unique fingerprint.

Cite this