Measuring concerns of inclusive music teaching in Hong Kong: scale development

Abstract

Seeking to address a gap in the literature, this article reports the development of an instrument to measure Hong Kong primary school music teachers’ concerns about inclusive music education. To do so, a 25-item music teachers’ Concern of Inclusive Music Teaching (CIMT) scale was constructed and administered to 317 primary schools music teachers in Hong Kong, data from whom indicate that the CIMT scale comprises six concern factors – ‘learning support’, ‘learning difficulties’, ‘learning needs’, ‘resource’, ‘training’ and ‘curriculum design and assessment’. Although these data results do not support either Parsons and Fuller's (1974) three-factor model or hierarchical three-factor-related model, they do support a discrepancy noted elsewhere (Kazelskis and Reeves 1987; Schipull, Reeves, and Kazelskis 1995; Boz 2008; Borich 2013) that may reflect the impact of teaching context.

Keywords:

• scale development
• teaching context
• inclusive music education
• music teachers concerns

Disclosure statement

No potential conflict of interest was reported by the authors.

ORCID

Marina Wai-yee Wong http://orcid.org/0000-0003-2364-8435

Maria Pik-yuk Chik http://orcid.org/0000-0001-9011-8173

Notes on contributors

Marina Wong is associate professor at the Department of Education Studies of the Hong Kong Baptist University. She obtained Ph.D. at the University of British Columbia in Canada. She is currently involved in teacher education courses with special focus on music teacher education. Her research interests include assessment in arts education, curriculum studies, inclusive music education and music teacher education.

Maria Chik is associate professor at the Department of Education Studies of the Hong Kong Baptist University. She obtained Ph.D. at the Monash University in Australia. She is currently teaching teacher education courses and psychology courses. Her research interests include humour, play and psychological well-being, counselling and school guidance, special education and teacher education.

Edmund Chan is a Ph.D. candidate at the Department of Education Studies of the Hong Kong Baptist University, specialising in psychology of teaching. He graduated from the University of Alberta, with Psychology major and Statistics minor. He obtained MA and MPhil degrees of Humanities at the Hong Kong University of Science and Technology.

Additional information

Funding

This work was supported by the General Research Fund of Hong Kong Research Grants Council [HKBU 248911].