Are in-service teachers supported in Hong Kong? Teachers’ perceived support needs in the implementation of inclusive education

Wing Sze Emily CHOW, Umesh SHARMA

Research output: Contribution to journalArticlespeer-review

2 Citations (Scopus)

Abstract

This study examines how well in-service teachers in Hong Kong (N = 1,110) are supported in their efforts to teach in inclusive classrooms. It also examines the psychometric properties of the newly developed Teachers’ Perceived Support Needs scale to measure in-service teachers’ perceived support needs. Factors that predict teachers’ perceived support needs are also identified. The exploratory factor and confirmatory factor analyses revealed two factors: ‘support in using inclusive teaching strategies’ and ‘support in expert guidance’. The results show that the Hong Kong in-service teachers felt under-supported in implementing inclusive education. The experience teaching students with disabilities, level of confidence, level of training, gender and school type emerged as significant predictors of their perceived support needs in inclusive education. Copyright © 2022 Informa UK Limited, trading as Taylor & Francis Group.

Original languageEnglish
JournalInternational Journal of Inclusive Education
Early online dateAug 2022
DOIs
Publication statusE-pub ahead of print - Aug 2022

Citation

Chow, W. S. E., & Sharma, U. (2022). Are in-service teachers supported in Hong Kong? Teachers’ perceived support needs in the implementation of inclusive education. International Journal of Inclusive Education. Advance online publication. https://doi.org/10.1080/13603116.2022.2118379

Keywords

  • Inclusive education
  • Teachers’ perceived support needs
  • Resources and support
  • Students with disabilities

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