Factors Influencing Teachers’ Self-Efficacy and Willingness in Teaching Students with Autism Spectrum Disorder in Hong Kong

Background: Today, most students with autism spectrum disorder (ASD) are included in general education settings. Teachers are at the forefront in implementing inclusive practices and supporting these students’ learning. Their self-efficacy and willingness can determine the success of including students with ASD. In Hong Kong, little is known about the perspectives of in-service teachers working with students with ASD in classrooms. Methods: In this study, we measured teachers’ self-efficacy and willingness to implement inclusive practices for students with ASD and explored the relationship between them. Factors contributing to teachers’ self-efficacy and willingness were also investigated. Quantitative data were collected from 446 in-service teachers who participated in a professional development course about supporting students with disabilities at a university in Hong Kong. Results: The results reveal that Hong Kong teachers expressed a moderate level of self-efficacy and willingness in implementing inclusive practices for students with ASD. The results indicate that contact with students with ASD, principal support, and resource availability are predictors of teachers’ self-efficacy and willingness to implement inclusive practices. However, knowledge of inclusive legislation and policy is a predictor of self-efficacy but not willingness. Additionally, age influences teachers’ self-efficacy in inclusive practices, while gender affects their self-efficacy in inclusive practices and collaboration. Conclusions: These findings offer implications and suggestions to policymakers and school principals on supporting teachers in implementing inclusive education and promoting sustainable inclusive practices for students with ASD. These stakeholders should foster supportive environments that encourage positive interactions with students with ASD while providing targeted professional development in assessment and legislative knowledge.