Pre-service teachers’ self-efficacy in implementing inclusive education practices

Guided by the theory of planned behavior, the present study investigated the roles of Chinese pre-service teachers’ attitudes, sentiments, and concerns in relation to their self-efficacy in implementing inclusive education in Hong Kong. A total of 94 pre-service teachers were recruited at a Hong Kong public university to complete an online questionnaire. Controlling for age, the number of special education courses taken, and teaching experience, significant associations were found between pre-service teachers’ views and self-efficacy. Notably, teachers’ positive attitudes toward inclusive education were associated with their greater self-efficacy in managing the behaviors of students with special education needs and in implementing inclusive instructions. Additionally, teachers’ fewer sentiments about inclusive education were related to their greater self-efficacy in collaborating with professionals. Finally, teachers’ fewer concerns about their workload, greater knowledge, and greater administrative feasibility were related to their greater self-efficacy in cross-sector collaborations and behavioral management in the classroom. The present findings shed light on the role of pre-service teachers’ views in relation to their self-efficacy in inclusive education. This study also informs education stakeholders and policy makers the significance of facilitating teachers’ positive views to strengthen their self-efficacy in working with children with special education needs. Copyright © 2019 SPSSI 2019 Summer Conference.