Examining the perceived effectiveness of teachers and their preparedness in teaching students with autism in mainstream schools in Ghana

Abstract

With an emphasis on teacher preparedness, perceived efficacy, and performance hurdles, this mixed methods study investigates the instruction of autistic pupils in mainstream Ghanaian schools. Fifty-one educators, drawn from five schools using purposive sampling,
participated in the research. We used semi-structured interviews and the distribution of questionnaires to gather data. The study investigated educators' experiences, viewpoints, and approaches to instructing autistic pupils using various techniques. The results reveal complex perspectives on how teachers' understanding of autism and the difficulties they encounter in the classroom shape their perceptions of efficacy. Through focused teacher training and support programmes, the study gives implications for improving inclusive practices and advances our understanding of the challenges of supporting autistic students in Ghanaian mainstream
classrooms.