Empowering Educators: Culturally Responsive Teaching and Teacher Self-Efficacy for Students with Autism Spectrum Disorder

Abstract:

The current education landscape calls for teachers to adapt their instruction to reflect students’ backgrounds and cultures. Teachers are expected to foster an inclusive environment while also equipping students with the critical thinking skills necessary to question social injustices – a practice known as culturally responsive teaching (CRT). Scholars have examined teachers’ self-efficacy in implementing CRT, but research remains limited on how special education teachers, especially those working with students with Autism Spectrum Disorder (ASD), perceive their CRT self-efficacy (CRTSE) and professional preparation. This sequential mixed methods study investigated the CRTSE levels of special education teachers working with students with autism. The study employed a quantitative survey to assess teachers’ demographic backgrounds and self-reflections on 40 CRT-based behaviors. A total of 30 participants completed the survey. In the qualitative phase, semi-structured interviews with five participants provided deeper perspectives into the factors influencing teachers’ CRTSE. Quantitative findings revealed that participants exhibited moderate levels of CRTSE. However, race, years of experience, and satisfaction with professional development did not significantly impact the CRTSE within this sample. The qualitative analysis identified four themes: CRT classroom practices and student engagement, support and collaboration for CRT, challenges and barriers to implementing CRT, and teacher identity and self-efficacy in culturally responsive teaching. While some qualitative findings contradicted the results of the quantitative data, an integrative analysis reinforced the conclusion that teachers held moderate CRT self-efficacy, and that race and years of experience were not determining factors. However, interview data suggested that participation in CRT-focused professional development positively influenced teacher self-efficacy. This study is limited by its small sample potentially obscuring significant relationships between CRSTE and other variables. Future research should replicate this study with a larger and more diverse sample.

ZOOM LINK: https://zoom.us/j/5279730992