Pre-service teachers' self-efficacy in implementing inclusive education in Hong Kong: The roles of attitudes, sentiments, and concerns

Research output: Contribution to journalArticle

Abstract

According to the Hong Kong Education Bureau, the number of students with special education needs (SEN) has been on the rise. In order to cope with an increasing demand for inclusive education, professional training programmes aiming for pre-service teachers to educate students with SEN have increased locally. Guided by the theory of planned behaviour, this study aims to investigate the relations between Chinese pre-service teachers' views and self-efficacy in implementing inclusive education in Hong Kong. A total of 94 Chinese pre-service teachers were recruited at a public university to complete an online questionnaire. Controlling for age, teaching experience, and relevant training, differential effects were found between pre-service teachers' views and self-efficacy. Specifically, teachers' positive attitudes towards inclusion were related to their greater self-efficacy in implementing inclusive instructions and managing students' behaviours. Teachers' fewer sentiments about inclusion were related to their greater self-efficacy in collaborating with parents and professionals. Teachers' fewer concerns about knowledge, workload, and overall feasibility were also related to their greater self-efficacy in collaboration and behavioural management. These findings broaden the literature and inform policy makers the need to strengthen teachers' efficacy by reducing practical barriers and increasing their positive attitudes towards inclusion. Copyright © 2019 Informa UK Limited, trading as Taylor & Francis Group.
Original languageEnglish
JournalInternational Journal of Disability, Development and Education
Early online dateOct 2019
DOIs
Publication statusE-pub ahead of print - Oct 2019

Fingerprint

Hong Kong
Self Efficacy
self-efficacy
Education
teacher
Special Education
education
Students
inclusion
Professional Education
special education
Workload
Administrative Personnel
demand for education
Teaching
study behavior
Parents
student
workload
training program

Citation

Li, K. M., & Cheung, R. Y. M. (2019). Pre-service teachers' self-efficacy in implementing inclusive education in Hong Kong: The roles of attitudes, sentiments, and concerns. International Journal of Disability, Development and Education. Advance online publication. doi: 10.1080/1034912X.2019.1678743

Keywords

  • Attitudes
  • Concerns
  • Inclusive education
  • Pre-service teachers
  • Self-efficacy
  • Sentiments