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

Implications for teacher education

Kathleen Tait*, Lawrence Mundia

*Corresponding author for this work

Research output: Contribution to journalArticle

15 Citations (Scopus)
14 Downloads (Pure)


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.

Original languageEnglish
Pages (from-to)51-60
Number of pages10
JournalAsian Social Science
Issue number1
Publication statusPublished - 31 Dec 2013
Externally publishedYes

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