Teacher Self-Efficacy and Social-Communication Behaviours of Learners with Autism Spectrum Disorder in Inclusive Primary Schools in Nairobi County, Kenya
Muga Anyango Damaris, Rose Opiyo, & Manson Sichari
Department of Educational Psychology
Masinde Muliro University of Science and Technology, Kenya
ORCiD: https://orcid.org/0009-0008-8575-7139
Email: mugaanyango777@gmail.com
Abstract: Despite Kenya’s policy commitment to inclusive education, many learners with Autism Spectrum Disorder (ASD) in mainstream primary schools continue to experience serious difficulties in social participation and communication. These challenges limit meaningful engagement with teachers and peers, hinder participation in classroom activities, and may negatively affect their learning experiences and educational outcomes. This study examined the relationship between teacher self-efficacy and the social-communication behaviours of learners with ASD in inclusive primary schools in Nairobi County. An explanatory sequential mixed-methods design was adopted, involving 90 teacher questionnaires and 20 classroom observations across 10 schools. Quantitative data were analysed using Pearson correlation, while qualitative data from classroom observations and headteacher responses were thematically analysed to contextualise the findings. Results revealed strong positive correlations between teacher self-efficacy and social participation (r = .708, p < .001) and communication behaviours (r = .741, p < .001). Classroom observations confirmed that teachers with higher self-efficacy demonstrated more inclusive instructional practices, facilitated peer interactions, and created supportive learning environments. The findings suggest that strengthening teacher self-efficacy through targeted professional development and practical classroom support may enhance social-communication outcomes for learners with ASD. The study contributes context-specific evidence to inclusive education discourse in Sub-Saharan Africa and recommends policy reforms that prioritise teacher confidence-building within inclusive education frameworks.
