Self-efficacy and Work Motivation among Inclusive Education Teachers in China

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. https://eric.ed.gov/?id=EJ975715
   Google Scholar
• Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215.
   PubMed Web of Science ®Google Scholar
• Bandura, A. (1989). Regulation of cognitive processes through perceived self-efficacy. Developmental Psychology, 25(5), 729–735.
   Web of Science ®Google Scholar
• Bandura, A. (2012). On the functional properties of perceived self-efficacy revisited. Journal of Management, 38(1), 9–44.
   Web of Science ®Google Scholar
• Baumeister, R. F., & Leary, M. R. (1995). The need to belong: Desire for interpersonal attachments as a fundamental human motivation. Psychological Bulletin, 117(3), 497–529.
   PubMed Web of Science ®Google Scholar
• Canrinus, E. T., Helms-Lorenz, M., Beijaard, D., Buitink, J., & Hofman, A. (2012). Self-efficacy, job satisfaction, motivation and commitment: Exploring the relationships between indicators of teachers’ professional identity. European Journal of Psychology of Education, 27(1), 115–132.
   Web of Science ®Google Scholar
• Cohen, J., Cohen, P., West, S. G., & Aiken, L. S. (2013). Applied multiple regression/correlation analysis for the behavioral sciences. New York: Routledge.
   Google Scholar
• Datnow, A. (2020). The role of teachers in educational reform: A 20-year perspective. Journal of Educational Change, 21(3), 431–441.
   Web of Science ®Google Scholar
• Deci, E. L. (1975). Intrinsic motivation. New York: Plenum.
   Google Scholar
• Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum.
   Google Scholar
• Deng, M., Wang, S., Guan, W., & Wang, Y. (2017). The development and initial validation of a questionnaire of inclusive teachers’ competency for meeting special educational needs in regular classrooms in China. International Journal of Inclusive Education, 21(4), 416–427.
   Web of Science ®Google Scholar
• Ekins, A., Savolainen, H., & Engelbrecht, P. (2016). An analysis of English teachers’ self-efficacy in relation to SEN and disability and its implications in a changing SEN policy context. European Journal of Special Needs Education, 31(2), 236–249.
   Web of Science ®Google Scholar
• Essex, J., Alexiadou, N., & Zwozdiak-Myers, P. (2021). Understanding inclusion in teacher education – A view from student teachers in England. International Journal of Inclusive Education, 25(12), 1425–1442.
   Web of Science ®Google Scholar
• Feng, Y. (2010). Teacher career motivation and professional development in special and inclusive education in China. Rotterdam: Sense Publishers.
   Google Scholar
• Feng, Y. (2012). Teacher career motivation and professional development in special and inclusive education: Perspectives from Chinese teachers. International Journal of Inclusive Education, 16(3), 331–351.
   Web of Science ®Google Scholar
• Gagné, M., & Deci, E. L. (2005). Self‐determination theory and work motivation. Journal of Organizational Behavior, 26(4), 331–362.
   Web of Science ®Google Scholar
• Gagné, M., Forest, J., Vansteenkiste, M., Crevier-Braud, L., van Den Broeck, A., Aspeli, A. K., … Westbye, C. (2015). The multidimensional work motivation scale: Validation evidence in seven languages and nine countries. European Journal of Work and Organizational Psychology, 24(2), 178–196.
   Web of Science ®Google Scholar
• Geng, W. (2013). Research on the influence of primary and secondary school teachers’ self-efficacy to organizational commitment in the southern regions of Jiangsu. (Master Thesis, Soochow University).
   Google Scholar
• Han, J., & Yin, H. (2016). Teacher motivation: Definition, research development and implications for teachers. Cogent Education, 3(1), 1217819.
   Web of Science ®Google Scholar
• Harrower, J. K., & Dunlap, G. (2001). Including children with autism in general education classrooms: A review of effective strategies. Behavior Modification, 25(5), 762–784.
   PubMed Web of Science ®Google Scholar
• Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1–55.
   Web of Science ®Google Scholar
• Hughes, A., Galbraith, D., & White, D. (2011). Perceived competence: A common core for self-efficacy and self-concept? Journal of Personality Assessment, 93(3), 278–289.
   PubMed Web of Science ®Google Scholar
• Jia, L., & Santi, M. (2020). Chinese regular classroom teachers’ understanding of barriers to inclusive education. Italian Journal of Special Education for Inclusion, 8(1), 218–236.
   Google Scholar
• Jurkowski, S., & Müller, B. (2018). Co-teaching in inclusive classes: The development of multi-professional cooperation in teaching dyads. Teaching and Teacher Education, 75, 224–231.
   Web of Science ®Google Scholar
• Kao, C.-P., Wu, Y.-T., & Tsai, -C.-C. (2011). Elementary school teachers’ motivation toward web-based professional development, and the relationship with Internet self-efficacy and belief about web-based learning. Teaching and Teacher Education, 27(2), 406–415.
   Web of Science ®Google Scholar
• Kline, R. B. (2015). Principles and practice of structural equation modeling. New York: Guilford publications.
   Google Scholar
• Kovalčikienė, K., & Genevičiūtė-Janonė, G. (2018). The relationship between the vocational teachers’ personality traits and the work motivation. International Journal of Psychology: Biopsychosocial Approach, 22, 135–159.
   Google Scholar
• Kuok, A. C., Teixeira, V., Forlin, C., Monteiro, E., & Correia, A. (2020). The effect of self-efficacy and role understanding on teachers’ emotional exhaustion and work engagement in inclusive education in Macao (SAR). International Journal of Disability, Development and Education, 1–19. doi:10.1080/1034912X.2020.1808949
   Web of Science ®Google Scholar
• Kuyini, A. B., Desai, I., & Sharma, U. (2020). Teachers’ self-efficacy beliefs, attitudes and concerns about implementing inclusive education in Ghana. International Journal of Inclusive Education, 24(14), 1509–1526.
   Web of Science ®Google Scholar
• Malinen, O.-P., Savolainen, H., & Xu, J. (2012). Beijing in-service teachers’ self-efficacy and attitudes towards inclusive education. Teaching and Teacher Education, 28(4), 526–534.
   Web of Science ®Google Scholar
• Mihalas, S., Morse, W. C., Allsopp, D. H., & Alvarez Mchatton, P. (2009). Cultivating caring relationships between teachers and secondary students with emotional and behavioral disorders: Implications for research and practice. Remedial and Special Education, 30(2), 108–125.
   Web of Science ®Google Scholar
• Ministry of Education of the People’s Republic of China (2020). The major statistics of the national education development in 2019. Retrieved June 30, 2021, from. http://www.moe.gov.cn/jyb_sjzl/sjzl_fztjgb/202005/t20200520_456751.html
   Google Scholar
• Mu, G. M., Hu, Y., & Wang, Y. (2017). Building resilience of students with disabilities in China: The role of inclusive education teachers. Teaching and Teacher Education, 67, 125–134.
   Web of Science ®Google Scholar
• Mu, G. M. (2021). Destroying the Trojan Horse of “lazy inclusivism”: Collective wit of Chinese children, parents, and educators in the context of “Learning in regular classroom”. International Journal of Disability, Development and Education, 68(6), 735–741.
   Web of Science ®Google Scholar
• Neves, L., & Coimbra, J. L. (2018). Validation study in the educational context of the Portuguese version of the multidimensional work motivation scale. Paidéia (Ribeirão Preto), 28, e2803.
   Google Scholar
• Pinder, C. C. (2014). Work motivation in organizational behavior. New York: Psychology press.
   Google Scholar
• Romi, S., & Leyser, Y. (2006). Exploring inclusion preservice training needs: A study of variables associated with attitudes and self‐efficacy beliefs. European Journal of Special Needs Education, 21(1), 85–105.
   Google Scholar
• Roth, G., Assor, A., Kanat-Maymon, Y., & Kaplan, H. (2007). Autonomous motivation for teaching: How self-determined teaching may lead to self-determined learning. Journal of Educational Psychology, 99(4), 761–774.
   Web of Science ®Google Scholar
• Savolainen, H., Engelbrecht, P., Nel, M., & Malinen, O.-P. (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.
   Web of Science ®Google Scholar
• Scott, B. J., Vitale, M. R., & Masten, W. G. (1998). Implementing instructional adaptations for students with disabilities in inclusive classrooms: A literature review. Remedial and Special Education, 19(2), 106–119.
   Web of Science ®Google Scholar
• 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.
   Google Scholar
• Spratt, J., & Florian, L. (2015). Inclusive pedagogy: From learning to action. Supporting each individual in the context of ‘everybody’. Teaching and Teacher Education, 49, 89–96.
   Web of Science ®Google Scholar
• Trépanier, S.-G., Forest, J., Fernet, C., & Austin, S. (2015). On the psychological and motivational processes linking job characteristics to employee functioning: Insights from self-determination theory. Work & Stress, 29(3), 286–305.
   Web of Science ®Google Scholar
• Vroom, V. H. (1964). Work and motivation. New York: Wiley.
   Google Scholar
• 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 the International Special Needs Education, 15(2), 107–119.
   Google Scholar
• Xie, Z., Deng, M., & Ma, Y. (2021). Measuring social support perceived by inclusive education teachers in China. Asia Pacific Journal of Education, 1–17. doi:10.1080/02188791.2021.1925224
   Web of Science ®Google Scholar
• Xu, X., & Malinen, O.-P. (2015). Teacher views of support for inclusive education in Beijing, China. International Journal of Special Education, 30(3), 150–159.
   Web of Science ®Google Scholar
• Yada, A., & Savolainen, H. (2017). Japanese in-service teachers’ attitudes toward inclusive education and self-efficacy for inclusive practices. Teaching and Teacher Education, 64, 222–229.
   Web of Science ®Google Scholar
• Yan, T., Deng, M., & Ma, Y. (2021). Chinese regular education teachers’ perceptions of the holistic development of students with special educational needs in inclusive schools. International Journal of Inclusive Education, 25(6), 686–704.
   Web of Science ®Google Scholar
• Yu, L., Su, X., & Liu, C. (2011). Issues of teacher education and inclusion in China. Prospects, 41(3), 355–369.
   Google Scholar
• Zagona, A. L., Kurth, J. A., & MacFarland, S. Z. (2017). Teachers’ views of their preparation for inclusive education and collaboration. Teacher Education and Special Education, 40(3), 163–178.
   Web of Science ®Google Scholar