Improving teachers’ self-efficacy in applying teaching and learning strategies and classroom management to students with special education needs in Hong Kong

Chih Nuo Grace CHAO, Wing Sze Emily CHOW, Chris FORLIN, Fuk Chuen HO

Research output: Contribution to journalArticles

12 Citations (Scopus)

Abstract

This study examines the impact of a revised one-week training course on teacher self-efficacy in terms of improving teaching and learning strategies and classroom management to support students with special educational needs (SEN) in ordinary schools in Hong Kong. Various teacher-related variables (i.e., level of prior training in special education, confidence in teaching students with SEN, knowledge of legislation and policies, years of teaching, teaching experience with students with SEN, gender, and school type) are analyzed among 347 regular primary and secondary teachers. Teacher confidence and school type are determined to be significant predictors for the self-efficacy of teachers in inclusive education. Copyright © 2017 Elsevier Ltd. All rights reserved.
Original languageEnglish
Pages (from-to)360-369
JournalTeaching and Teacher Education
Volume66
Early online dateMay 2017
DOIs
Publication statusPublished - Aug 2017

Citation

Chao, C. N. G., Chow, W. S. E., Forlin, C., & Ho, F. C. (2017). Improving teachers’ self-efficacy in applying teaching and learning strategies and classroom management to students with special education needs in Hong Kong. Teaching and Teacher Education, 66, 360-369.

Keywords

  • Inclusive education
  • Hong Kong
  • Teacher self-efficacy
  • Teacher training
  • Special education needs

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