A Comparison of Brunei and Hong Kong - SAR Student Teachers’ Self-efficacy in Implementing Inclusive Education Practices: Implications for Teacher Education

Abstract

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.

Exploring the Learning Styles and Study Strategies used by Brunei High Mathematics Achievers

“…Prospective teachers undergo a rigorous interview to ensure that they are mentally sound (Mundia, 2013). Efforts are also currently being made to prepare teachers who have high self-efficacy in special education (Bradshaw & Mundia, 2005;Bradshaw & Mundia, 2006;Haq & Mundia, 2012;Tait & Mundia, 2012a;Tait & Mundia, 2013). Like other students elsewhere in the world, Brunei students also have both personal and academic problems which impact learning and achievement adversely.…”

Brunei Teachers’ Perspectives on Questioning: Investigating the Opportunities to “Talk” in Mathematics Lessons

“…Often it is students that held misconceptions (Ang & Shahrill, 2014;Shahrill, 2005Shahrill, , 2011Shahrill, , 2013b and students with learning disabilities (particularly those with intellectual difficulties) who do not perform well in mathematics. Although the implementation of inclusive education was partly intended to address the problems of this category of learners, much still remains to be done to help improve the teachers' skills and self-efficacy in dealing with learners with high support needs (see Mundia, 2009;Tait & Mundia, 2014). For instance, there is need to increase teachers' awareness and sensitization about helping learners with high support needs (Haq & Mundia, 2012).…”

A Critical Review of the School-Based Assessment in Brunei Darussalam

“…Altogether these findings and later research further suggest that inclusivity and SPN21 could be improved or served better by reforming the teacher education system in the country (Mundia, 2012;Tait and Mundia, 2012). Moreover, there is also evidence from research that indicates that the teacher education programs need to facilitate and foster the development of high self-efficacy in special education among trainee teachers (Tait and Mundia, 2014). It seems that inclusivity, SPN21, and the reformed teacher education may not succeed sufficiently unless they are accompanied with and supported by the assessment reforms.…”