Exploring in-service teachers’ attitudes, teacher self-efficacy, and influential factors for implementing inclusive practices in Hong Kong classroom

This study examines in-service teachers' attitudes and teacher self-efficacy in implementing inclusive practices in Hong Kong classrooms. The predictors of teachers' attitudes and teacher self-efficacy for inclusive practices were also investigated. Participants of the study comprised 1110 primary and secondary in-service teachers. Results reveal that Hong Kong in-service teachers had slightly positive attitudes towards inclusion. Teacher self-efficacy for inclusive practices was moderate and had a positive impact on teachers' attitudes. Prior experience in teaching students with disabilities, confidence in teaching students with disabilities, level of training, years of teaching experience, self-efficacy in inclusive instruction and collaboration were significant predictors of teachers' attitudes towards inclusive education. Knowledge of legislation and policies, confidence in teaching students with disabilities and teachers' beliefs and their feelings were determined as the significant predictors of teacher self-efficacy. Recommendations and the limitations of the findings are discussed in light of these results.