Reliability and validity of strength‑based language modifications to the autism self‑efficacy scale for teachers (ASSET)
Date
2026
Authors
Shearer, J.
Porta, T.
Mangan, C.
Torres, N.
Nawas, A.
Champion, C.
Goodall, E.
Editors
Advisors
Journal Title
Journal ISSN
Volume Title
Type:
Journal article
Citation
Australian Educational Researcher, 2026; 53(1):24-1-24-25
Statement of Responsibility
Jo Shearer, Tom Porta, Cheryl Mangan, Nicole Torres, Abu Nawas, Chris Champion, Emma Goodall
Conference Name
Abstract
In Australia, there is a systemic shift towards creating inclusive education environments for all students. Hence, in-service and pre-service teachers need to have the necessary knowledge and skills to implement inclusive education, to cater for the diversity in their classrooms. Instruments to measure in-service and pre-service teacher self-efficacy for inclusive educational practice have been used widely over the past decade across many countries, however, instruments to measure in-service and pre-service teacher self-efficacy for teaching autistic students specifically are less common. This study aimed to modify a pre-existing scale, known as the Autism Self-Efficacy Scale for Teachers (ASSET) to establish a questionnaire instrument that could explore Australian in-service and pre-service teacher self-efficacy for inclusive teaching of autistic students using strengths-based language. The total sample for this study comprised 813 participants, including 161 in-service teachers and 652 pre-service teachers. Through measurement invariance analysis conducted in IBM SPSS Amos version 31, this study found that although full scalar invariance was not established separate confirmatory factor analyses (CFA) demonstrated that all tested items accurately reflected the ASSET scale across both groups, indicating strong internal consistency and construct validity following language modifications. The instrument offers initial teacher education (ITE) providers and schools a practical way to benchmark and monitor teacher capability for autism-inclusive practice, target professional learning, and inform future inclusive practices, extending the paper’s implications for policy and practice.
School/Discipline
Dissertation Note
Provenance
Description
Access Status
Rights
© The Australian Association for Research in Education, Inc. 2026