فاعلية الذات و علاقتها بالرضا عن التخصص لمعلمي و معلمات الطلاب ذوي اضطراب طيف التوحد

Abstract EN

The current study aimed to examine the relationship between selfefficacy and satisfaction with specialization among teachers of students with autism spectrum disorder (ASD), and the impact of gender (male / female), specialization (autism, general education teacher), years of experience (no teaching experience, less than three years, more than five years), and school environment (institute, inclusion program, regular school) on this relationship.

Study sample consisted of 183 teachers of students with autism, who completed self-efficacy questionnaire (prepared by the researcher), and satisfaction with specialization questionnaire (prepared by the researcher).

The study used analytic descriptive method.

There are many findings, which are high level of self-efficacy among teachers of students with autism spectrum disorder, The study also showed the high level of satisfaction with specialization among teachers of students with autism spectrum disorder.

There is statistically significant correlation between samples total score on self-efficacy questionnaire and total score of satisfaction with specialization questionnaire, (P=0.01).

There is no statistically significant differences (P = 0.05) in self efficacy or satisfaction with specialization among teachers of students with autism spectrum disorder, because of many variables.