Resumen

RODAS JARA, Ronaldo L. et al. Perceived teacher self-efficacy for the educational inclusion of students with autism: an exploratory study of Education System in Paraguay. Acad. (Asunción) [online]. 2025, vol.12, n.3, e1106.  Epub 05-Sep-2025. ISSN 2414-8938.  https://doi.org/10.30545/academo.2025.n3.1106.

Current teachers receive in their classrooms students with diverse conditions, such as autism. It is essential that they have the necessary tools to provide a quality education. Understanding how teachers perceive their own abilities to include students with autism, known as self-efficacy is crucial. The objective of this study is to analyze the perceived level of self-efficacy of teachers for teaching students with autism in inclusive classrooms in Paraguay, and to examine the reliability and validity of the translated and adapted scale developed for this purpose. Regarding methodology, this is an observational, quantitative, exploratory, cross-sectional, and non-experimental study. A total of 121 teachers from different regions of Paraguay participated. The results show that 53.4% perceive their self-efficacy as medium, while 5.9% consider it low. This reflects a lack of confidence in their abilities to teach students with autism, particularly in the use of assessment strategies and the implementation of evidence-based practices. The adapted instrument proved to be reliable for research purposes. Considering these findings, it is important to emphasize that teacher self-efficacy is vital for the effective inclusion of students with autism. It is recommended to provide teachers with additional tools and supports to strengthen their skills in including these students in inclusive settings.

Palabras clave : Teacher self-efficacy; autism; inclusive education; Paraguay.

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