The purpose of the current study was to evaluate a new measure, the Autism Self-Efficacy Scale for Teachers (ASSET) for its dimensionality, internal consistency, and construct validity derived in a sample of special education teachers (N = 44) of students with autism. Results indicate that all items reflect one dominant factor, teachers' responses to items were internally consistent within the sample, and compared to a 100-point scale, a 6-point response scale is adequate. ASSET scores were found to be negatively correlated with scores on two subscale measures of teacher stress (i.e., self-doubt/need for support and disruption of the teaching process) but uncorrelated with teacher burnout scores. The ASSET is a promising tool that requires replication with larger samples.
|Number of pages||9|
|Journal||Research in Autism Spectrum Disorders|
|State||Published - 2013|
Bibliographical noteFunding Information:
This work was supported by Grant Numbers R34MH073071 and 1RC1MH089760 from the National Institute of Mental Health . The content is solely the responsibility of the authors and does not necessarily represent the official views of the National Institute of Mental Health or the National Institutes of Health.
- Autism spectrum disorders
- Special education
- Teacher burnout
- Teacher self-efficacy
- Teacher stress
ASJC Scopus subject areas
- Developmental and Educational Psychology
- Clinical Psychology
- Psychiatry and Mental health