A comparison of Brunei and Hong Kong - SAR student teachers' self-efficacy in implementing inclusive education practices: implications for teacher education

Tait, Kathleen and Mundia, Lawrence (2013) A comparison of Brunei and Hong Kong - SAR student teachers' self-efficacy in implementing inclusive education practices: implications for teacher education. Asian Social Science, 10 (1). pp. 51-60. ISSN 1911-2017

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The survey compared the scores of 159 (118 females) randomly selected Brunei and Hong Kong (Special Administrative Region) student teachers on the New General Self-efficacy Scale (NGSS); Self-efficacy in Implementing Inclusive Practices Scale (SIIPS); Sentiments, Attitudes and Concerns about Inclusive Education Scale (SACIES); and Inclusive Classroom Setting Scale (ICSS). The scales were reliable and valid for use with participants in both countries. Females scored significantly higher on NGSS than male counterparts. In addition, Brunei participants scored significantly higher on NGSS and SACIES than Hong Kong peers. Furthermore, the samples' scores differed significantly on NGSS and SACIES by participants' educational level with A-Level trainees scoring highest. Moreover, the majority of the participants generally scored high on all the scales. However, Two-Way ANOVA revealed only one independent variable (ICSS) with a significant main effect on SIIPS, the dependent variable. Also only one lower-order interaction variable (gender and educational level) had a significant joint effect on the dependent variable, SIIPS. Overall, the results indicate a need to increase self-efficacy in males and Hong Kong students. Extra attention and interventions ought to be directed to SACIES and ICSS variables. Mixed-methods research was recommended to gain more comprehensive insights.

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Item Type: Article (Commonwealth Reporting Category C)
Refereed: Yes
Item Status: Live Archive
Additional Information: © Canadian Center of Science and Education. This work is licensed under a Creative Commons Attribution 3.0 License. It may be reproduced in whole or in part for the purposes of study, research, or review, but is subject to the inclusion of an acknowledgment of the source.
Faculty/School / Institute/Centre: Current - Faculty of Business, Education, Law and Arts - School of Linguistics, Adult and Specialist Education
Date Deposited: 08 Aug 2014 00:14
Last Modified: 07 Mar 2017 01:15
Uncontrolled Keywords: inclusive class room; inclusive education; inclusive practices; self-efficacy; student teachers
Fields of Research : 13 Education > 1303 Specialist Studies in Education > 130313 Teacher Education and Professional Development of Educators
13 Education > 1303 Specialist Studies in Education > 130312 Special Education and Disability
17 Psychology and Cognitive Sciences > 1701 Psychology > 170110 Psychological Methodology, Design and Analysis
Socio-Economic Objective: C Society > 93 Education and Training > 9399 Other Education and Training > 939903 Equity and Access to Education
Identification Number or DOI: 10.5539/ass.v10n1p51
URI: http://eprints.usq.edu.au/id/eprint/25735

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