Challenges Faced by Newly Appointed Teachers at Autism- specific School: A Thematic Analysis Study

2.1. Aim and Objectives

• The study aimed to explore the challenges experienced by new teachers in ASD schools and the impacts of the challenges on their psychological well-being.
• The study objective was to explore and understand the challenges experienced by teachers in ASD schools. The specific focus on ASD newly employed teachers’ challenges thereof was found important as it provides critical insights and understanding about the diverse experiences of new teachers and how the challenges faced impact the important aspects of their careers.

2.2. Data Collection Procedure

Two focus group interviews were used to collect the data. The focus groups’ interviews were conducted through Zoom virtual meetings on different days. The first group consisted of 9 participants and 7 participants in the second focus group. A total of 16 participants took part in the study. The participants were recorded verbatim, and consent was obtained before the commencement of the study. The researchers followed an interview guide and prompt follow-ups were done whenever it was deemed necessary. The researchers also took field notes during the process of data collection and the focus groups lasted for approximately 1 hour and 30 minutes with a maximum of 2 hours. The main research questions included the following:

• What are the challenges encountered in autism special schools?

No repeat interviews were done after the conclusion of the study. The saturation of the data was discussed with other authors before concluding the study. No transcribed data was sent to the participants for correction. The data was coded by the authors of the study, and no external sources were used to code the data. The themes used in the study emerged during the data analysis, and there are no themes used that were created before data analysis. The themes were further clarified in the discussion of the data.

2.3. Research Approach and Design

The study employed a descriptive qualitative research design to gather in-depth experiences of newly employed teachers in ASD schools. Through a Thematic Content Analysis (TCA), the data was evaluated, and themes were created as they emerged to categorize similar experiences in the respective segments. These include challenges identified, such as lack of training, insufficiency of working resources, and managing challenging behaviors exhibited by the learners.

2.4. Development and Validity of Themes

Following the [21, 22] TCA guide, the following steps were followed to develop and validate themes:

2.5. Data Analysis

The data was analyzed through the Thematic Content Analysis (TCA). The TCA guide [22] suggests the following steps to analyze data.

2.6. Ethical Considerations

The study did not follow the Helsinki Declaration; however, in ensuring that human participants are protected, the study sought ethical clearance from the two following institutions. The study was approved by the Sefako Makgatho University, South Africa Research Ethics Committee (SMUREC/M/323/ 2020:PG) and the Gauteng Department of Education (Validity of Research Approval: 2021/67). Participants were informed in person and writing by the researcher about the details of the study. Informed consent was obtained from all parti- cipants who agreed to participate in the study. The study further maintained anonymity and confidentiality using pseudonyms in communicating the findings of the study. Participants were also informed that participation was voluntary and had the right to withdraw at any stage of the research.

3.1. Theme 1: Teachers' Challenges in ASD Schools

The study discovered that teachers face challenges such as lack of ASD training, lack of parental cooperation, limited support from experienced colleagues and management, and lack of resources.

4.1. Challenges in ASD Schools

The findings of the study indicated that teachers in ASD special schools were experiencing challenges executing their duties. Generally, studies indicate that teachers present with poor ASD knowledge, specialized training, and skills to teach learners with special needs, including learners with ASD [23]. The study further identified limited resources and the inability to understand the learners’ conditions and aptly manage challenging behaviors presented by the learners to be another challenge in ASD schools. As argued by researchers [24], teachers face challenges in teaching learners with ASD. These challenges included a lack of understanding of ASD characteristics and failure to address challenging behaviors and the specific triggers of those behaviors [25]. Similarly, participants in this study shared their experiences that they had little or no knowledge of ASD, they had difficulties in understanding and managing challenging behaviors, and had limited skills in catering to the diverse needs of the learners.

The socio-demographics of the participants in this study indicated that some of the participants had previous mainstream teaching experiences while others had no previous experience of teaching in general before their appointment at an ASD school. On the same note, several participants in the study attested to being appointed at ASD schools without knowing what ASD entails, lack of orientation to ASD during the university period, and lack of training that equipped them with the necessary skills to support the learners. It is worth noting that this is not an isolated incident. A study conducted in Tanzania [26], revealed that ASD is poorly understood by teachers who are normally allocated learners with ASD. This is due to the absence of training and preparation of teachers before their appointments in special needs schools. Likewise, studies affirmed that ASD teachers' inability to support learners was influenced by a lack of appropriate training, lacking knowledge about ASD, and poor practical strategies to support the learners [27, 28]. These challenges play a significant role in impacting teachers’ psychological well-being during the period of their careers in ASD schools [29]. The lack of knowledge and relevant training also affects teachers’ adjustment at ASD schools and the support provided to learners in the early stages of their careers [30]. It also makes teachers' work expectations unclear to senior staff members [59].

4.2. Managing Challenging Behaviors of Learners, Feeling Ill-prepared, and Lack of Understanding of ASD and its Characteristics

The findings of the study indicate that teachers in special schools generally feel incompetent and incapable of supporting learners with ASD [31], Special school teachers feel unprepared to support learners with disabilities and they are constantly concerned about their ability to cope with such learners. In support, authors argued that teachers in special schools lack relevant qualifications and working resources to prepare and support learners with ASD [32]. For instance, individuals with ASD present with non-verbal conduct comorbid with other challenging behaviors such as sensory problems, inappropriate behaviors, and intellectual impairment in other cases [33]. Teachers lacking the necessary skills to identify the abovementioned problems and provide necessary support will experience burnout, anxiety, and depressive symptoms [33].

Teachers with only mainstream teaching qualifications are likely to experience reduced confidence and apprehension when expected to support learners [34]. This further exacerbates feelings of frustration, anxious- ness, burnout, and suicidal ideations. It can be argued that the lack of understanding of ASD reduces the ability to support learners [35]. This contributed to several teachers leaving the profession for other non-teaching careers.

Moreover, it is indicated that teachers impacted psychologically are more likely to treat learners in a pathology-based approach, leading to learners experien- cing bullying and other treatments that can be categorized as abuse [35]. It can be argued that the teaching profession requires passionate and patient teachers to adequately support learners with ASD [36]. However, since the adoption of inclusive education in South Africa, there has been a low improvement in developing teacher's skills and support structures for learners. This impacts the provision of teachers’ training, working resources, and appropriate support to new teachers in the field [36]. As a result, teachers feel compelled by inclusive education policies such as White Paper 6 of 2001, which advocates that learners, irrespective of their special needs, should be accommodated and receive quality education in promoting lifelong learning [37]. Comparably to the findings of this study, teachers seem to merely comply with the policies of White Paper 6 even when they know that they lack critical skills in the field. Furthermore, in the absence of training, it becomes difficult for teachers to support and uphold the White Paper 6 policy; this then affects their views on inclusivity and attitudes and leaves teachers frustrated, stressed, and emotionally overwhelmed [12]. Generally, the study seems to indicate that teaching in special schools for learners with ASD comes with challenges that appear to stem mainly from teachers lacking adequate knowledge and appropriate training.

4.3. Limited Resources

The study findings suggest that while teachers lack the knowledge and skills to execute their duties in ASD schools, they also face the challenge of limited working resources. Teacher's working environments are not equipped sufficiently, and this hinders the support given to their learners [38]. It is inarguable that learners with ASD present with diverse needs. Commonly, teachers are allocated to ASD learners who may be challenged in cognitive functioning, sensory domains, and motor and adaptive skills [38]. Furthermore, many of these learners have co-morbid conditions and yet receive education in mainstream schools due to limited schools for ASD learners and limited resources in established schools [39]. Therefore, this necessitates tailored educational support by teachers which needs access to working resources [39].

In essence, teachers require resources such as Individualized Educational Plans (IEPs), Picture Exchange Communication System (PECS), Treatment and Education of Autistic and related Communication Handicapped Children (TEACCH), and Applied Behavioral Analysis (ABA); these resources enable the provision of tailored educational support and improve communication, learning abilities and management of learner's behavior [39,40]. However, the limitation of such resources often leads to teachers adapting the curriculum and other resources available to them to support the learners [41]. Amongst other things, ASD schools generally have limited human resources such as speech, language, and occupational therapists who help in the integration of learning while assisting learners in mastering important skills such as proficient communication.

Teachers attest that they are expected to implement multiple techniques, some of which require modification of the environment, such as warnings, communication cues, and visual supports [42]. This requires teachers to have access to resources and training to use the techniques effectively [42]. However, it can be debatable that effective teaching does not necessarily require extensive training and extensive knowledge about the deficits of learners with special needs, including ASD [43]. However, a lack of resources, time, and training pressurizes teachers to perform and, in turn, increases symptoms of anxiety and burnout in new teachers [30]. Therefore, limitations in the resources or limitations in the training of teachers all contribute to the disruption of adequate teaching and learning, which impacts teachers' efficacy [44]. Furthermore, a study [45] emphasizes that adequate resources should be made available with continuous workshops for teachers as this enables flexibility in applying their support in evidence-based practices and materials. Moreover, the lack of material makes teachers feel unsupported. Worth noting, another study [46] attributes the insufficiency of resources in ASD schools to a lack of funding or investment towards teacher continuous learning and procuring materials to be used in the classroom. It can be said that a lack of working resources, whether in the form of material skills or human resources, has a significant impact on teachers' efficacy, emotional well-being, and general motivation to work in ASD schools.

4.4. Lack of Support by Management and Parents of Children with ASD

The participants of the study indicated that there is a lack of support from school management such as principals and Heads of departments (HODs). The participants also indicated poor support from parents. As per the participant’s account, parents’ especially younger parents, appeared to be less interested in their learners’ educational progress. This impacted communication with teachers about the learners’ progress both at home and at school.

A study [47] emphasized the significance of management support to novice teachers. Teachers shared that they are exposed to minimal support, which often lacks professional development [48]. The participants in the current study felt that they were not receiving support from their management or seniors; however, other studies seem to contradict the recent findings. Many studies showed that ASD teachers generally have little experience in ASD Schools, and they are not specially trained to teach learners with ASD [49-51]. Furthermore, it is significant for teachers to be supported [52]. According to this study, other learners presenting with ASD characteristics are identified by teachers at lower grades, therefore, teachers must receive support from management and go through necessary training to be able to perform at their peak. By the same token, it was identified by other [30] researchers that teachers experience barriers, and part of enhancing teachers' skills is through Continuous Professional Development (CPDs). This has been proven to be effective; however, teachers find it difficult to attend CPDs as they are costly, and many teachers lack support from management who can organize and pay for this critical training.

It is worth noting that teachers do understand the importance of adequate and individualized learning and support to learners with ASD; however, limited support from school management impacts teacher’s support for the learners [53].

Furthermore, in the current study, teachers expressed concerns about not having enough support from parents. This is in line with the previous findings [57], where teachers reported feeling frustrated and deflated confidence due to poor parental involvement in learners' education. Teachers further expressed the feeling that parents do not continue to educate learners at home, meanwhile, they have unrealistic expectations from teachers [52]. This is assumed to be caused by a lack of communication between teachers and parents of learners with ASD [54].

In the defense of parents, it has been [54] postulated that some parents do not know of available opportunities and they may also lack time, be overcommitted, have to care for other children at home, and generally not trust the educational system [54]. Furthermore, parents who lack knowledge about ASD are likely to be frustrated and not participate as expected in academic activities. The authors [55] also emphasized the importance of parental knowledge; they found that parents who regularly attend workshops and receive a type of support were more willing to support teachers and were more involved in the academic activities of the learners as opposed to those who did not receive any knowledge concerning ASD [55].

Teachers feel that collaboration with parents is essential and should ideally include the following: creating learning spaces at home and school with similar goals, effective communication, parents volunteering in school activities, parents’ follow-ups on learners' academic activities, participating in decision-making at school and collaborating with the community at large [56].

A qualitative study conducted which included parents of ASD learners, teachers, and ASD learners, yielded the following results: Teachers experienced poor involvement and poor support from parents in their children's education [57]. Teachers also expressed the feeling that communication between teachers and parents is most focused on expressing demands instead of developing problem-solving techniques and collaborating with them [58]. On the same note, parents also reported feeling that teachers do not understand their children. Parents also complain that teachers do little to explain the diagnosis and complexities of the behavior; they feel unsupported and perceive teachers to be less caring about the learners [59]. Moreover, Contradicting views were observed after interviewing parents and teachers of learners with ASD. During their study, parents indicated a feeling that the teachers do not acknowledge their presence and are perceived to be unknowledgeable, while teachers felt that parents are not willing to collaborate and they do not necessarily follow the recommendations made by teachers [60]. Interestingly, a study [61] found that parents generally understand the importance of teacher support; however, some factors interfere with effective participation, including poverty, literacy level, educational background of parents, and limited support from teachers.

This seems to confirm a misunderstanding of the roles and expectations of teachers and parents, respectively. Moreover, this confirms that the lack of support from either side stems from a lack of communication and effective understanding of the learners in the educational context and home context.