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Physical Education Teachers’ Self-Efficacy toward Including Students with Autism in Saudi Arabia

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  • Majed M. Alhumaid

    (Department of Physical Education, College of Education, King Faisal University, Al-Ahsa 31982, Saudi Arabia)

Abstract

The inclusion of students with autism in physical education (PE) curricula has become a global trend. Although the self-efficacy of PE teachers has been identified as a major factor supporting the successful implementation of inclusive PE, limited research exists on this area in non-Western societies, especially Saudi Arabia. To address this paucity, the present study aimed (1) to determine the level of self-efficacy among PE teachers in Saudi Arabia toward including students with autism in PE classes via investigating specific independent variables; and (2) to identify the predictors of Saudi PE teachers’ self-efficacy toward including students with autism. A total of 214 Saudi PE teachers (male n = 188; female n = 26; mean age = 41.07 years) participated in this study. Self-efficacy level toward including students with autism was measured using the Arabic version of the Physical Educators’ Self-Efficacy Towards Including Students with Disabilities-Autism (PESEISD-A) instrument. Statistical analysis revealed that PE teachers had a moderate level ( M = 4.51, SD = 2.04) of self-efficacy toward including students with autism in PE classes. Multiple linear regression analysis indicated that age and feelings of preparedness of the teachers were significant predictors ( β = −0.297; p = 0.012; β = 0.178; p = 0.012, respectively) of their self-efficacy toward including students with autism in PE classes. The findings highlight the need for continued efforts to improve Saudi PE teachers’ level of self-efficacy and preparedness towards successfully including students with autism.

Suggested Citation

  • Majed M. Alhumaid, 2021. "Physical Education Teachers’ Self-Efficacy toward Including Students with Autism in Saudi Arabia," IJERPH, MDPI, vol. 18(24), pages 1-12, December.
    • Handle: RePEc:gam:jijerp:v:18:y:2021:i:24:p:13197-:d:702593
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    References listed on IDEAS

    as
    1. Rashed Aldabas, 2020. "Special Education Teachers’ Perceptions of Their Preparedness to Teach Students With Severe Disabilities in Inclusive Classrooms: A Saudi Arabian Perspective," SAGE Open, , vol. 10(3), pages 21582440209, August.
    2. Sukkyung You & Eui Kyung Kim & Kyulee Shin, 2019. "Teachers’ Belief and Efficacy Toward Inclusive Education in Early Childhood Settings in Korea," Sustainability, MDPI, vol. 11(5), pages 1-12, March.
    3. Yong-Shun Wang & Liu Liu & Xiao-Wen Wei & Martin E. Block, 2020. "The Self-Efficacy of Preservice Physical Education Teachers in Disabilities Education in China," Sustainability, MDPI, vol. 12(18), pages 1-11, September.
    4. Majed M. Alhumaid & Selina Khoo & Tânia Bastos, 2020. "Self-Efficacy of Pre-Service Physical Education Teachers Toward Inclusion in Saudi Arabia," Sustainability, MDPI, vol. 12(9), pages 1-13, May.
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