A Systematic Research Review on Teachers’ Self-Efficacy in Educating Autistic Students

Abstract

Background and Aim: Ensuring equitable education for all students, including those with autism, is a core international commitment. The OECD (2018) defines equitable education as providing equal learning opportunities through responsive support tailored to individual needs. From this perspective, inclusive education involves both rights-based and needs-based approaches and emphasizes the importance of quality and adaptability in educational provision. Teachers’ self-efficacy—their perceived confidence and belief in their ability to teach and support autistic students—is a critical factor in achieving these aims. However, despite growing commitments to inclusion, challenges are frequently reported not only by teachers, but also by parents and autistic students, including feelings of exclusion, misunderstanding, and inadequate support within educational settings. This review aims to synthesize existing research on teachers’ self-efficacy in educating autistic students, identify influencing factors, assess methodological approaches, and outline future directions. Methods: A mixed-methods systematic review was conducted using a convergent integrated design. Qualitative, quantitative, and mixed-methods studies were synthesized. Searches were carried out in four databases: PsycInfo, ERIC, Education Source, and SCOPUS. Study quality was assessed using the Mixed Methods Appraisal Tool (MMAT; Hong et al., 2018), and the review followed PRISMA guidelines. Main Contribution: Fifty-seven studies were included. Findings indicate that although many teachers are willing to support autistic students, their self-efficacy is often undermined by limited professional development, structural barriers, and insufficient support. Key facilitators include sustained, practice-oriented professional development and supportive leadership. However, the predominance of self-report methods limits understanding of how self-efficacy translates into classroom practice. Conclusions: Teacher self-efficacy is shaped by both systemic conditions and individual perceptions of the ability to meet diverse student needs. Strengthening self-efficacy is essential to advancing equitable education for autistic students.