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Which inclusive teaching tasks represent the highest level of teacher efficacy in primary and secondary schools?
ARTICLE

, Centre for University and School Partnership ; , The Jockey Club School of Public Health and Primary Care ; , , B4/GF-02 ; , D1-GF-05

TATE Volume 75, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

A 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.

Citation

Chao, C.N.G., Lai, F.T.T., Ji, M., Lo, S.K. & Sin, K.F. (2018). Which inclusive teaching tasks represent the highest level of teacher efficacy in primary and secondary schools?. Teaching and Teacher Education: An International Journal of Research and Studies, 75(1), 164-173. Elsevier Ltd. Retrieved November 22, 2019 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 29, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2018.06.014

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