Teachers’ Attitudes as a Mediating Variable in the Relationship Between Knowledge and Readiness to Teach Students with Autism Spectrum Disorder

Abstract

This study aimed to examine the relationship between general education teachers’ knowledge of autism spectrum disorder (ASD), their attitudes toward teaching students with ASD, and their readiness to teach them. It also sought to test the predictive power of knowledge on readiness and to investigate the mediating role of teachers’ attitudes in this relationship. To achieve these objectives, a quantitative approach was employed using correlation, linear regression, and mediation analyses. The study population consisted of teachers working in ASD programs within general education schools in Riyadh, and a convenience sample of 129 participants was selected. The results revealed statistically significant positive correlations among the three variables. The strongest relationship was found between attitudes and readiness (r = 0.461), followed by knowledge and attitudes (r = 0.386), and then knowledge and readiness (r = 0.273), indicating that attitudes are more strongly associated with readiness. The findings also showed that knowledge had a statistically significant predictive effect on readiness, explaining 7.5% of the variance (R² = 0.075). Mediation analysis indicated a significant direct effect of knowledge on attitudes and a significant direct effect of attitudes on readiness, while the direct effect of knowledge on readiness was not significant. In contrast, a significant indirect effect of knowledge on readiness through attitudes was observed, indicating full mediation. Based on these findings, the study recommends developing training programs that target teachers’ attitudes and enhancing teacher preparation programs by integrating practical applications that promote positive attitudes alongside ASD knowledge.