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

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.

KEYWORDS:

• Teacher self-efficacy
• teacher-training programme
• in-service teachers
• inclusive education
• Hong Kong

Notes on contributors

Chih Nuo Grace Chao, Grace is a post-doctoral fellow in special education. Her main research interests are inclusive education, teaching and learning, student motivation and gifted education. She is currently working on a project about professional development for teachers in inclusive classrooms for the Education Bureau in Hong Kong. She also teaches in gifted education for the teacher professional development programme.

Chris Forlin is an international education consultant, researcher and Independent Public School reviewer, based in Perth, Australia. Her research and publications focus on equity and diversity with innovative research in working with systems, governments, and schools to establish sustainable inclusive education. She is currently co-investigator for an AusAID Development Research Awards Scheme project on developing and testing indicators for inclusive education in the Pacific Islands.

Fuk Chuen Ho is an adjunct assistant professor of special education. His main research interests are inclusive education and special education. He is now the project leader of three external funded projects in the areas of dyslexia, theory of mind and a collaborative mode of professional development for teachers in special schools.