Improving teaching self-efficacy for teachers in inclusive classrooms in Hong Kong

Chih Nuo Grace CHAO, Christine Irene FORLIN, Fuk Chuen HO

Research output: Contribution to journalArticle

16 Citations (Scopus)

Abstract

This study investigated changes in teacher self-efficacy for inclusive practice using a mixed method research design. Participants were 417 in-service teachers in Hong Kong taking a 1-week basic teacher-training course about inclusive education. Data were collected pre and post participation in the course using the Teacher Efficacy for Inclusive Practices Scale (TEIP). A series of five in-depth focus-group interviews provided greater clarification of the perceptions and efficacy issues of teachers. The best predictors to participants’ teaching self-efficacy were confidence in teaching students with special education needs (SEN) and knowledge of legislation and policies for inclusive practice. From the focus-groups, results demonstrated a more positive attitude change towards students with SEN with a number of essential factors emerging as highly beneficial for inclusive teaching in Hong Kong (i.e. caring and love, school environment and curriculum adaption). The discussion considers the role of short training programmes as an appropriate means to improving self-efficacy for teaching within inclusive classrooms in Hong Kong. Copyright © 2016 Taylor & Francis.
Original languageEnglish
Pages (from-to)1142-1154
JournalInternational Journal of Inclusive Education
Volume20
Issue number11
Early online dateMar 2016
DOIs
Publication statusPublished - 2016

Citation

Chao, C. N. G., Forlin, C., & Ho, F. C. (2016). Improving teaching self-efficacy for teachers in inclusive classrooms in Hong Kong. International Journal of Inclusive Education, 20(11), 1142-1154.

Keywords

  • Teacher self-efficacy
  • Teacher-training programme
  • In-service teachers
  • Inclusive education
  • Hong Kong

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