This study examined the correlation between commitment to specific treatmentorientations and teacher self-efficacy. The participants included 115 teachers workingwith children with autism. Teachers using one of the two different treatment orientationsparticipated in the study; as oriented towards Applied Behavior Analysis (ABA), andthose committed to the Treatment and Education of Autistic and Communication-relatedHandicapped Children (TEACCH) orientation. The two groups were compared to agroup of teachers with commitment to neither of these orientations (who served as acomparison group), in terms of personal and general teaching self-efficacy. The resultssuggested that teachers who identified themselves with the ABA orientation had asignificantly higher personal teaching self-efficacy compared to the TEACCH group, aswell as the comparison group. No significant difference was found among the threegroups in terms of general teaching self-efficacy. The limitations of this study, as well asits implications for research and practices followed in working with children withautism, are discussed.

Teacher self-efficacy, Autism, Treatment Orientation.