Psychometric Properties of a Self-efficacy Scale for Teachers of Autistic Students  in Saudi Environment

Talal Eqab  Alhuzimi

doi:10.35516/edu.v49i4.3335

Authors

Talal Eqab Alhuzimi Department of Special Education, College of Education, King Saud University, Saudi Arabia. https://orcid.org/0000-0002-0820-0643

DOI:

https://doi.org/10.35516/edu.v49i4.3335

Keywords:

Self-efficacy Scale, Teachers of Students with Autism Spectrum Disorder, Validity, Reliability, Saudi Environment

Abstract

Objectives: this study aimed to prepare and standardize of a self-efficacy scale for teachers of students with autism spectrum disorder in Saudi environment, and to verify its psychometric properties, in the absence of an appropriate measure for this purpose.

Methods: the sample of the study consisted of (142) male and female teachers working with students with autism spectrum disorder in intellectual education programs and public education schools. The scale prepared by the researcher was applied to the study sample which is selected from all regions of the Kingdom of Saudi Arabia in a random stratified manner. This scale consists of (30) items equally divided into two dimensions: self-efficacy in the cognitive aspect, and self-efficacy in the skill aspect.

Results: The results of the study revealed the following: The scale prepared by the researcher has high stability indications in light of each of the Cronbach Alpha coefficient (α=0.92), and the Spearman Brown correlation coefficient (r=0.93). Additionally, the scale prepared by the researcher includes two factors (dimensions) to measure the self-efficacy of teachers of students with autism spectrum disorder, and these two factors are: self-efficacy in the cognitive side, and self-efficacy in the skill side.

Conclusions: The results of the current study showed that the "self-efficacy scale for teachers of students with autism spectrum disorder" prepared by the researcher has high psychometric properties at the level of honesty and stability.

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