A STUDY ON THE INFLUENCE OF INFORMATION LITERACY AND INFORMATION TECHNOLOGY INTEGRATION ON THE TEACHING EFFECTIVENESS OF PRIMARY AND SECONDARY SCHOOL TEACHERS IN MACAO

ABSTRACT

THIS STUDY AIMS TO EXPLORE THE CURRENT SITUATION AND INTERRELATIONSHIPS AMONG SELF-EFFICACY, ATTITUDES TOWARDS INCLUSIVE EDUCATION, AND TEACHING STRESS OF GENERAL CLASSROOM TEACHERS IN MACAO UNDER THE IMPLEMENTATION OF INCLUSIVE EDUCATION, AS WELL AS THE INFLUENCE OF VARIOUS BACKGROUND VARIABLES ON THESE FACTORS. THE STUDY'S POPULATION CONSISTS OF GENERAL SCHOOL TEACHERS IN MACAO DURING THE 2024/2025 ACADEMIC YEAR. DATA WAS COLLECTED THROUGH QUESTIONNAIRES, AND A TOTAL OF 216 VALID QUESTIONNAIRES WERE RETURNED. THE DATA WAS ANALYZED USING SPSS 23, INCLUDING DESCRIPTIVE STATISTICS, ONE-SAMPLE T-TESTS, INDEPENDENT SAMPLES T-TESTS, ONE-WAY ANOVA, PEARSON PRODUCT-MOMENT CORRELATION, AND SCHEFFE POST HOC TESTS. THE FINDINGS ARE AS FOLLOWS: MACAO'S GENERAL CLASSROOM TEACHERS HAVE A MODERATELY HIGH LEVEL OF SELF-EFFICACY AND POSITIVE ATTITUDES TOWARDS INCLUSIVE EDUCATION, BUT THEY ALSO EXPERIENCE A MODERATELY HIGH LEVEL OF TEACHING STRESS. THERE IS A MODERATE POSITIVE CORRELATION BETWEEN SELF-EFFICACY AND ATTITUDES TOWARDS INCLUSIVE EDUCATION, AND BOTH ARE NEGATIVELY CORRELATED WITH TEACHING STRESS. ADDITIONALLY, SIGNIFICANT DIFFERENCES WERE FOUND IN SELF-EFFICACY, ATTITUDES TOWARDS INCLUSIVE EDUCATION, AND TEACHING STRESS AMONG TEACHERS WITH DIFFERENT BACKGROUND VARIABLES SUCH AS GENDER, MARITAL STATUS, EXPERIENCE IN INTERACTING WITH INDIVIDUALS WITH SPECIAL NEEDS, PROFESSIONAL BACKGROUND, SPECIAL EDUCATION BACKGROUND, YEARS OF TEACHING STUDENTS WITH SPECIAL NEEDS, NUMBER OF STUDENTS WITH SPECIAL NEEDS IN THE CLASS, AND TYPES OF DISABILITIES. 本研究指在探討澳門的普通班教師，他們在實施融合教育下：自我效能、融合教育態度及任教融合生教學壓力，三者的現況，及之間的關聯性，並且在不同背景變項下，對三者的影響。研究以澳門2024/2025 學年普通學校教師，作為研究的母群，並以問卷蒐集資料，最後進行分析，共收回有效問卷216份，採用軟件SPSS 23進行描述性統計、單一樣本T 檢驗、獨立樣本T檢驗、單因子變異數分析、皮爾遜積差相關及SCHEFFE事後檢定進行分析。研究發現如下，本澳普通班教師，他們在實施融合教育中，自我效能感和融合教育態度是中上水平，但教學壓力亦是呈現中上水準。自我效能感和融合教育態度之間是中度正相關，而兩者亦同時與教學壓力呈負相關性。並且在性別、婚姻狀況、婚姻狀況、特殊人士的相處經驗、專業背景、特教專業背景、融合生教學年資、融合班人數、障礙類型等背景變項都發現與自我效能、融合教育態度及任教融合生教學壓力存在顯著差異。