880
Views
4
CrossRef citations to date
0
Altmetric
Articles

The Effect of Self-Efficacy and Role Understanding on Teachers’ Emotional Exhaustion and Work Engagement in Inclusive Education in Macao (SAR)

ORCID Icon, , ORCID Icon, & ORCID Icon

References

  • Ahsan, M. T., Sharma, U., & Deppeler, J. M. (2012). Exploring pre-service teachers’ perceived teaching-efficacy, attitudes and concerns about inclusive education in Bangladesh. International Journal of Whole Schooling, 8(2), 1–20.
  • Amini Faskhodi, A., & Siyyari, M. (2018). Dimensions of work engagement and teacher burnout: A study of relations among Iranian EFL teachers. Australian Journal of Teacher Education, 43(1), 78–93.
  • Arvidsson, I., Leo, U., Larsson, A., Håkansson, C., Persson, R., & Björk, J. (2019). Burnout among school teachers: Quantitative and qualitative results from a follow-up study in southern Sweden. BMC Public Health, 19(1), 655–668.
  • Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215.
  • Burns, A., & Bush, R. (2005). Marketing research (6th ed.). New York: Prentice Hall.
  • Chao, C. N. G., Forlin, C., & Ho, F. C. (2016). Improving teaching self-efficacy for teachers in inclusive classrooms in Hong Kong. International Journal of Inclusive Education, 18(3), 1142–1154.
  • Cheuk, W. H., & Wong, K. S. (1995). Stress, social support, and teacher burnout in Macao. Current Psychology, 14(1), 42–46.
  • Copfer, S., & Specht, J. (2014), Measuring Effective Teacher Preparation for Inclusion. Measuring Inclusive Education (International Perspectives on Inclusive Education, Vol. 3, pp. 93–113). Emerald Group Publishing Limited. https://doi.org/10.1108/S1479-363620140000003021
  • Deppeler, J. (2010). Professional learning as collaborative inquiry: Working together for impact. In C. Forlin (Ed.), Teacher education for inclusion: Changing paradigms and innovative approaches (pp. 180–189). London & New York: Routledge.
  • Festinger, L. (1957). A theory of cognitive dissonance. Stanford, CA: Stanford University Press.
  • Forlin, C. (2013). Changing paradigms and future directions for implementing inclusive education in developing countries. Asian Journal of Inclusive Education, 1(2), 19–32.
  • Forlin, C. (2018). Developing sustainable, accountable and contextually appropriate policy to ensure high-quality inclusive education. Asian Journal of Inclusive Education, 6(1), 3–20.
  • Forlin, C., & Chambers, D. (2011). Teacher preparation for inclusive education: Increasing knowledge but raising concerns. Asia-Pacific Journal of Teacher Education, 39(1), 17–32.
  • Forlin, C., Sharma, U., Loreman, T., & Sprunt, B. (2015). Developing indicators for inclusive education in the Pacific Islands. Prospects, 2(2), 197–211.
  • Hair, J. F., Anderson, R. E., Tatham, R. L., & Black, W. C. (1998). Multivariate data analysis (5th ed.). Upper Saddle River, NJ: Prentice Hall.
  • Harman, H. H. (1960). Modern factor analysis. Chicago, IL: University of Chicago Press.
  • Herman, K. C., Hickmon-Rosa, J. E., & Reinke, W. M. (2018). Empirically derived profiles of teacher stress, burnout, self-efficacy, and coping and associated student outcomes. Journal of Positive Behavior Interventions, 20(2), 90–100.
  • Ho, S. K. (2015). Relationships among humour, self-esteem, and social support to burnout in school teachers. Social Psychology of Education, 19(1), 41–59.
  • Hong Kong Institute of Education. (2012). Evaluation of special education at Macao (in Chinese). Retrieved from http://www.dsej.gov.mo/~webdsej/www/grp_doc/dsejdoc/20120928/index.html
  • Ikeda, M., & Garcia, E. (2014). Grade repetition: A comparative study of academic and non-academic consequences. OECD Journal: Economic Studies, 8(1), 269–315.
  • Jahnukainen, M. (2015). Inclusion, integration, or what? A comparative study of the school principals’ perceptions of inclusive and special education in Finland and in Alberta, Canada. Disability & Society, 30(1), 59–72.
  • Kahn, W. A. (1990). Psychological conditions of personal engagement and disengagement at work. Academy of Management Journal, 33(4), 692–724.
  • Kozleski, E., Artiles, A., Fletcher, T., & Engelbrecht, P. (2009). Understanding the dialectics of the local and the global in education for all: A comparative case study. International Critical Childhood Policy Studies, 2(1), 15–29.
  • Kuok, A. C. H. (2017). Insights for management among non-gaming industries: Employees’ dissonance in a casino dominant economy. Journal of Work and Organizational Psychology, 33(1), 33–39.
  • Kuok, A. C. H., & Lam, S. M. I. (2018). The antecedents of in-service teacher burnout: A study of their occupational health and perception. KEDI Journal of Educational Policy, 15(2), 67–86.
  • Kuok, A. C. H., & Taormina, R. J. (2015). Conflict between affective versus continuance commitment among casino dealers. Evidence-based HRM. A Global Forum for Empirical Scholarship, 3(1), 46–63.
  • Kuok, A. C. H., & Taormina, R. J. (2017). Work engagement: Evolution of the concept and a new inventory. Psychological Thought, 33(1), 262–287.
  • Lindqvist, G., & Nilholm, C. (2013). Making schools inclusive? Educational leader’s views on how to work with children in need of special support. International Journal of Inclusive Education, 17(1), 95–110.
  • Lo, B. L. (2014). Stress, burnout and resilience of teachers of students with emotional behavioural challenges. Practical Social and Industrial Research (PSIR) Symposium, Springer Plus, 3(1), 04.
  • Loreman, T., Deppeler, J., & Harvey, D. (2010). Inclusive education: Supporting diversity in the classroom. London: Routledge.
  • Loreman, T., Sharma, U., & Forlin, C. (2013). Do pre-service teachers feel ready to teach in inclusive classrooms? A Four-country study of teaching self-efficacy. Australian Journal of Teaching Education, 38(1), 27–44.
  • Luk, A. L., Chan, B. P. S., Cheong, S. W., & Ko, S. K. K. (2010). An exploration of the burnout situation on teachers in two schools in Macao. Social Indicator Research, 95(3), 489–502.
  • Macao Education and Youth Affairs Bureau. (2016). Electronics services. Retrieved from http://portal.dsej.gov.mo/webdsejspace/internet/Inter_main_page.jsp?id=8301
  • Macao Government Printing Bureau. (2016). Law of non-higher education system. Retrieved from http://bo.io.gov.mo/bo/i/2006/52/lei09_cn.asp
  • Macao Special Education Study Association. (2015). Problems and suggestions of inclusive education. Retrieved from http://www.in853.com/upload_files/homepage/down/30379_20161026091043_vp8rg.pdf
  • Malinen, O., Savolainen, H., Engelbrecht, P., Xu, J., Nel, M., & Tlale, D. (2013). Exploring teacher self-efficacy for inclusive practices in three diverse countries. Teaching and Teacher Education, 33(1), 34–44.
  • Malinen, O., Savolainen, H., & Xu, J. (2012). Beijing in-service teachers’ self-efficacy and attitudes towards inclusive education. Teaching and Teacher Education, 28(4), 526–534.
  • Maslach, C., & Jackson, S. E. (1981). The measurement of experienced burnout. Journal of Organizational Behavior, 2(2), 99–113.
  • Maslach, C., Jackson, S. E., & Leiter, M. P. (1996). Maslach burnout inventory manual (3rd ed.). Palo Alto, CA: Consulting Psychologists Press.
  • Maslach, C., Schaufeli, W. B., & Leiter, M. P. (2001). Job burnout. Annual Review of Psychology, 52(1), 397–422.
  • Monteiro, E., Kuok, A. C. H., Correia, A., Forlin, C., & Teixeira, V. (2018). Perceived efficacy of teachers in Macao and their alacrity to engage with inclusive education. International Journal of Inclusive Education, special edition, 1464–5173. (Online). doi:10.1080/13603116.2018.1514762
  • Mullick, J., Deppeler, J., & Sharma, U. (2012). Leadership practice structures in regular primary schools involved in inclusive education reform in Bangladesh. International Journal of Learning, 18(11), 67–82.
  • Rothbard, N. P. (2001). Enriching or depleting? The dynamics of engagement in work and family roles. Administrative Science Quarterly, 46(4), 655–684.
  • Saks, A. M. (2006). Antecedents and consequences of employee engagement. Journal of Managerial Psychology, 21(7), 600–619.
  • Savolainen, H., Engelbrecht, P., Nel, M., & Malinen, O. (2012). Understanding teachers’ attitudes and self-efficacy in inclusive education: Implications for pre-service and in-service teacher education. European Journal of Special Needs Education, 27(1), 51–68.
  • Schaufeli, W. B., Salanova, M., González-Romá, V., & Bakker, A. B. (2002). The measurement of engagement and burnout: A two sample confirmatory factor analytic approach. Journal of Happiness Studies, 3(1), 71–92.
  • Sharma, U., Loreman, T., & Forlin, C. (2012). Measuring teacher efficacy to implement inclusive practices. Journal of Research in Special Educational Needs, 12(1), 12–21.
  • Skaalvik, E. M., & Skaalvik, S. (2010). Teacher self-efficacy and teacher burnout: A study of relations. Teaching and Teacher Education, 26(4), 1059–1069.
  • Soini, T., Pietarinen, J., Pyhältö, K., Haverinen, K., Jindal‐Snape, D., & Kontu, E. (2019). Special education teachers’ experienced burnout and perceived fit with the professional community: A 5‐year follow‐up study. British Educational Research Journal, 45(3), 622–639.
  • Talmor, R., Reiter, S., & Feigin, N. (2005). Factors relating to regular education teacher burnout in inclusive education. European Journal of Special Needs Education, 20(2), 215–229.
  • Taormina, R. J. (1997). Organizational socialization: A multi domain, continuous process model. International Journal of Selection and Assessment, 5(1), 29–47.
  • Taormina, R. J. (2004). Convergent validation of two measures of organizational socialization. International Journal of Human Resource Management, 15(1), 76–94.
  • Taormina, R. J., & Bauer, T. N. (2000). Organizational socialization in two cultures: Results from the United States and Hong Kong. The International Journal of Organizational Analysis, 8(3), 262–289.
  • Taormina, R. J., & Kuok, A. C. (2009). Factors related to casino dealer burnout and turnover intention in Macao: Implications for casino management. International Gambling Studies, 9(3), 275–294.
  • Taormina, R. J., & Law, C. M. (2000). Approaches to preventing burnout: The effects of personal stress management and organizational socialization. Journal of Nursing Management, 8(2), 89–99.
  • Teixeira, V., Correia, A., Forlin, C., Kuok, A. C. H., & Monteiro, E. (2018). Placement, inclusion, law and teachers’ perceptions in Macao’s schools. International Journal of Inclusive Education, 22(9), 1–19.
  • Tschannen-Moran, M., & Johnson, D. (2011). Exploring literacy teachers’ self-efficacy beliefs: Potential sources at play. Teaching and Teacher Education, 27(4), 751–761.
  • UNESCO. (2009). Policy guidelines on inclusion in education. Paris, France: Author.
  • Wang, M., Zan, F., Liu, J., Liu, C., & Sharma, U. (2012). A survey study of Chinese in-service teachers’ self-efficacy about inclusive education. Journal of International Special Needs Education, 15(2), 107–119.
  • Zhang, Q., & Sapp, D. A. (2008). A burning issue in teaching: The impact of perceived teacher burnout and nonverbal immediacy on student motivation and affective learning. Journal of Communication Studies, 1(2), 152–168.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.