Teacher Competence and Self-Efficacy in Supporting Students with Autism Spectrum Disorder in Mainstream Schools: Challenges, Resources, and Support Needs

Abstract

Inclusion of students with autism spectrum disorder (ASD) in normal classrooms requires teachers to be competent, confident, and supported by institutions. The purpose of this study was to investigate the competence, self-efficacy, barriers, and support needed by teachers in mainstream public schools of Multan, Pakistan, in helping students with ASD. The qualitative research methodology used the interview technique as a data collection tool. Data were acquired via semi-structured interviews with 20 purposively selected teachers. The data obtained were analyzed using theme analysis. To identify themes and patterns, NVivo 11 Pro software was used. The results indicated that teachers had a positive attitude towards the inclusion of students with ASD. Still, there were several issues that they faced, such as a lack of specialized training, a lack of resources, classroom management issues, and a lack of institutional support. Professional development, adapted materials, assistive technology, teacher mentoring, and specialist and parent cooperation were also noted by teachers. In addition, school leadership was identified as a key factor to improve inclusive practice through the provision of resources and support. The final finding of the research is that effective ASD inclusion is based on a comprehensive approach incorporating teacher training, practical skill development, resource allocation, and continued administrative support. The findings have important implications for inclusive education practice and support for students with ASD in conventional schools.