Which inclusive teaching tasks represent the highest level of teacher efficacy in primary and secondary schools?

Chih Nuo Grace CHAO, Francisco Tsz Tsun LAI, Mingxia JI, Sing Kai LO, Kuen Fung SIN

Research output: Contribution to journalArticles

3 Citations (Scopus)

Abstract

A hierarchy of inclusive teaching tasks by associated level of teacher efficacy is derived from a group of primary and secondary school teachers in Hong Kong using a Rasch rating scale model on 536 in-service teachers attending a professional development course. Findings show collaboration tasks represented the highest teacher efficacy in primary and secondary teachers. Managing behavior represented the lowest level of teacher efficacy but slightly more in primary than in secondary school. Hence, future training regarding inclusive practices should be specific to the school level, with a strong focus on collaborations between school, parents, and the community. Copyright © 2018 Elsevier Ltd. All rights reserved.
Original languageEnglish
Pages (from-to)164-173
JournalTeaching and Teacher Education
Volume75
Early online date26 Jun 2018
DOIs
Publication statusPublished - Oct 2018

Citation

Chao, C. N. G., Lai, F. T. T., Ji, M., Lo, S. K., & Sin, K. F. (2018). Which inclusive teaching tasks represent the highest level of teacher efficacy in primary and secondary schools? Teaching and Teacher Education, 75, 164-173. doi: 10.1016/j.tate.2018.06.014

Keywords

  • Inclusive education
  • Teacher efficacy
  • Professional development
  • Rasch model
  • Hong Kong

Fingerprint Dive into the research topics of 'Which inclusive teaching tasks represent the highest level of teacher efficacy in primary and secondary schools?'. Together they form a unique fingerprint.