TEACHERS’ COMPETENCE IN SPECIAL EDUCATION AS A PREDICTOR OF SOCIAL SKILL DEVELOPMENT OF PUPILS WITH AUTISM SPECTRUM DISORDER IN PRIMARY SCHOOLS IN RIVERS STATE

This study investigated teachers’ competence in special education as a predictor of social skill development of pupils with Autism Spectrum Disorder in primary schools in Rivers State. The study adopted a correlational research design of the predictive (regression) type. Two research questions and two corresponding hypotheses guided the study. The population comprised 9,842 public primary school teachers, from which a sample of 384 was drawn using multistage sampling techniques. Data were collected using a structured questionnaire titled Teachers’ Competence and Social Skills Development Questionnaire (TCSSDQ). The instrument was validated by experts, while its reliability was established using Cronbach’s alpha, yielding coefficients above 0.80. Data collected were analysed using simple regression statistics, while hypotheses were tested at 0.05 level of significance. Findings revealed that teachers’ knowledge of special education predicted social skill development to a low extent (R² = .377), while teachers’ instructional skills also predicted social skill development to a low extent (R² = .274). However, both predictors were found to be statistically non significant. The study concluded that teachers’ competence has limited influence on pupils’ social skill development in the study area. It was recommended that teachers undergo continuous specialized training and that educational authorities provide adequate support to enhance effective instructional practices.