Which inclusive teaching tasks represent the highest level of teacher efficacy in primary and secondary schools?
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AbstractA hierarchy of inclusive teaching tasks by associated level of teacher efficacy is derived from a group of primary and secondary school teachers in Hong Kong using a Rasch rating scale model on 536 in-service teachers attending a professional development course. Findings show collaboration tasks represented the highest teacher efficacy in primary and secondary teachers. Managing behavior represented the lowest level of teacher efficacy but slightly more in primary than in secondary school. Hence, future training regarding inclusive practices should be specific to the school level, with a strong focus on collaborations between school, parents, and the community.
Acceptance Date20/06/2018
All Author(s) ListChao Chih Nuo, Grace, Lai Tsz Tsun, Francisco, Ji Mingxia, Lo Sing Kai, Sin Kuen Fung
Journal nameTeaching and Teacher Education
Year2018
Month10
Volume Number75
Pages164 - 173
ISSN0742-051X
LanguagesEnglish-United Kingdom

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