Perceived efficacy of teachers in Macao and their alacrity to engage with inclusive education

ABSTRACT

This paper reports findings of a mixed methods study examining private school teachers’ perceptions of efficacy in dealing with the challenges presented by inclusive education in Macao. This is highly pertinent after the Government invited consultation to propose changes to amendments of the Decree Law of 1996 concerning the education of students with Special Education Needs (SEN) which will likely see private schools being required to accept these students in the future. Within the context of teacher preparedness for inclusive education, the study found that a number of teachers felt that they were not at all prepared to teach students with SEN. Whilst some teachers suggested that they lacked skills and knowledge in teaching in inclusive classrooms, some felt overwhelmed with the challenges. The teachers proposed that they would need to know how to provide instructional adaptations and modifications to support students with SEN. Implications for continuous development of teacher training and education are discussed within the context of improving teacher efficacy and how private school teachers could better respond to the challenges of inclusive education in Macao.

KEYWORDS:

• Inclusive education
• teacher efficacy
• teacher education
• Macao

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes on contributors

Elisa Monteiro is an Assistant Professor in the School of Education and is currently the Coordinator for the Bachelor of Education Programme. Her research interests cover a range of topics including pedagogic approaches and learning, online/blended learning, teacher professional development and inclusive education.

Angus C. H. Kuok is an Assistant Professor in the Faculty of Social Sciences at the University of Saint Joseph. His research interests include topics in applied social psychology and organisational behaviour, focusing on work engagement, burnout and contemporary social indicators within Macau.

Ana Correia is an Associate Professor and Dean of the School of Education at the University of Saint Joseph. She is also the developer of and the Coordinator for the Master of Education Programme. Her research interests include gender studies, intercultural responsiveness, inclusive education and teacher education.

Chris Forlin is an international private consultant on inclusive education. She has extensive experience working with governments, educational systems and schools to foster effective inclusive practices.

Vitor Teixeira is an Assistant Professor in the Faculty of Social Sciences at the University of Saint Joseph and a clinical child psychologist. He is currently the Coordinator for the Master of Counselling and Psychotherapy Programme. His research interests include children’s time use, children’s development and children with special education needs.

ORCID

Ana M. Correia http://orcid.org/0000-0001-5840-4161

Chris Forlin http://orcid.org/0000-0002-6438-9591