Perceived competence has consistently been found to significantly predict favorable teacher attitudes toward the inclusion of students with disabilities in general physical education (GPE) (Hodge, 1998; Kowalski & Rizzo, 1996; Rizzo & Kirkendall, 1995; Rizzo & Vispoel, 1991). Past studies, however, have been mainly atheoretical, measuring perceived competence by the use of one general question. Little research has been conducted in the field of adapted physical education (APE) to investigate perceived competence in more detail using Bandura's (1977) self-efficacy theory, and no valid instrument existed to measure the self-efficacy of physical educators toward inclusion. The purpose of this study was to determine the reliability and validity of a newly constructed instrument which could be used to investigate self-efficacy beliefs (SE), sources of self-efficacy (mastery experiences [ME], vicarious experiences [VE], social persuasion [SP] and physiological states [PS]), behaviors (BEH), and perceived challenges (PCH) of physical educators toward the inclusion of students with autism.;The Physical Educators' Self-efficacy Toward Including Students with Disabilities-Autism (PESEISD-A) instrument was developed according to Bandura's (1996) guidelines. Following the establishment of content and criterion-related validity, a sample of 236 in-service physical educators completed the PESEISD-A instrument. Cronbach's alpha measured internal consistency on each subscale: SE (.928); ME (.915); VE (.962); SP (.954); PS (.879); BEH (.955); and PCH (.878). Test-retest reliability estimates were: SE (.859); ME (.888); VE (.931); SP (.708); PS (.603); BEH (.771); and PCH (.762). Exploratory factor analysis was used to determine the construct validity of the 10 item self-efficacy scale revealing a one factor solution which explained 57.05% of the total variance. Results indicate that the PESEISD-A self-efficacy scale is a valid and reliable instrument. Multiple regression analysis revealed that the combination of ME, VE, SP, and PS significantly predicted SE, with ME as the most significant unique predictor. Multiple regression analysis results also indicated that SE significantly predicted teacher self-reported behavior. Finally, results of a multiple regression indicated that number of graduate level APE courses and more experience teaching students with autism were significant predictors of physical educators' self-efficacy toward the inclusion of students with autism.
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