{"id":425426,"date":"2026-08-21T00:39:04","date_gmt":"2026-08-20T16:39:04","guid":{"rendered":"https:\/\/library.usj.edu.mo\/?post_type=tnc_col_19631_item&#038;p=425426"},"modified":"2026-08-24T12:15:43","modified_gmt":"2026-08-24T04:15:43","slug":"stress-levels-among-mainstream-school-teacher-in-macao-working-with-students-with-special-educational-needs-a-quantitative-study","status":"publish","type":"tnc_col_19631_item","link":"https:\/\/library.usj.edu.mo\/zh\/student-thesis-dissertation\/stress-levels-among-mainstream-school-teacher-in-macao-working-with-students-with-special-educational-needs-a-quantitative-study\/","title":{"rendered":"STRESS LEVELS AMONG MAINSTREAM SCHOOL TEACHER IN MACAO WORKING WITH STUDENTS WITH SPECIAL EDUCATIONAL NEEDS: A QUANTITATIVE STUDY"},"content":{"rendered":"<p>IN MACAO, THE CURRICULUM GUIDANCE BASED ON GAMES AS THE BASIC LEARNING METHOD IN EARLY CHILDHOOD EDUCATION, THAT HAS BEEN IN PLACE FOR ALMOST 10 YEARS. IN RECENT YEARS, THERE ARE MANY STUDIES IN MACAO WHICH HAVE PROVED THE POSITIVE IMPACTS OF IMPLEMENTING GAMIFICATION FOR CHILDREN&#8217;S LEARNING. UNDER GAMIFICATION FOR LEARNING EDUCATION POLICY IMPLEMENTED BY THE GOVERNMENT, THE PURPOSE OF THIS STUDY IS TO EXPLORE THE TEACHERS\u2019 CURRENT SITUATION OF IMPLEMENTING GAMIFICATION FOR CHILDREN\u2019S LEARNING IN AN INCLUSIVE CLASSROOM. \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 THIS STUDY FOCUSES ON MACAU KINDERGARTEN TEACHERS TO EXPLORE THEIR CURRENT SITUATION OF IMPLEMENTING GAMIFICATION FOR CHILDREN\u2019S LEARNING IN AN INCLUSIVE CLASSROOM. THE RESEARCH IS DIVIDED INTO FOUR ASPECTS TO CONDUCT THE EXPLANATION AND ELABORATION: FIRSTLY, THE ASPECT OF TEACHERS\u2019 COGNITION OF GAMIFICATION FOR CHILDREN\u2019S LEARNING, SECONDLY, THE ASPECT OF THEIR ATTITUDE TOWARDS THE IMPLEMENTATION OF GAMIFICATION FOR CHILDREN\u2019S LEARNING IN AN INCLUSIVE CLASSROOM, THIRDLY, THE ASPECT OF THE CHALLENGES OR DIFFICULTIES ENCOUNTERED IN PRACTICES, AND FOURTHLY, THE TEACHERS\u2019 STRATEGIES TO COPE WITH CHALLENGES. THROUGH THE METHOD OF SEMI-STRUCTURED IN-DEPTH INTERVIEWS OF QUALITATIVE RESEARCH, ARE THE PERSPECTIVES AND OPINIONS OF 14 KINDERGARTEN TEACHERS, FROM 10 SCHOOLS THAT PROVIDE INCLUSIVE EDUCATION SERVICES IN MACAO. THE RESULTS ARE AS FOLLOWS:\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 FIRSTLY, THE TEACHERS HAVE A CLEAR UNDERSTANDING OF THE CONNOTATION OF GAMIFICATION FOR CHILDREN\u2019S LEARNING IN GENERAL. THEY UNDERSTAND THAT THE GAMES MUST BE DESIGNED, BASED ON THE TEACHING OBJECTIVES AND TEACHING CONTENT. THE TEACHERS ALSO RECOGNIZE THAT GAMIFICATION FOR LEARNING HAS TWO CHARACTERISTICS OF BOTH EDUCATION AND PLEASURE.\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 SECONDLY, REGARDING THE ATTITUDE OF TEACHERS, MOST OF THEM HOLD A POSITIVE ATTITUDE TOWARDS THIS APPROACH, WHICH CAN BE ATTRIBUTED TO THE POSITIVE IMPACT OF GAMIFICATION FOR LEARNING ON STUDENTS WITH SPECIAL EDUCATIONAL NEEDS, THE SCHOOL\u2019S SUPPORTING SYSTEM, PARENTS\u2019 TRUST, AND THE ACCUMULATION OF PRACTICAL EXPERIENCES. HOWEVER, ONE OF THE TEACHERS DOES NOT AGREE WITH THE IMPLEMENTATION OF GAMIFICATION FOR STUDENT\u2019S LEARNING IN AN INCLUSIVE CLASSROOM, AND HOLDS A NEGATIVE ATTITUDE OF PASSIVE ACCEPTANCE, WHICH CAN BE ATTRIBUTED TO THE LACK OF TEACHING STRATEGIES TO SUPPORT STUDENTS WITH SPECIAL EDUCATIONAL NEEDS AS THEY PARTICIPATE IN GAMES, THE RELEVANT TRAINING EXPERIENCES ARE NOT HELPFUL, AND UNFAVORABLE WITH SCHOOL POLICIES.\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 THIRDLY, IN REGARDS TO THE CHALLENGES FACED BY TEACHERS IMPLEMENTING THIS APPROACH, THERE ARE SIX ASPECTS: FIRSTLY, IT IS CHALLENGE TO SUPPORT THE WHOLE CLASS STUDENTS PARTICIPATION IN A GAMIFICATION ACTIVITY; SECONDLY, IT IS DIFFICULT TO DESIGN THE PLAYING METHOD OF GAMES; THIRDLY, THE NEGATIVITY INFLUENCE OF GAMIFICATION FOR LEARNING INCREASES THE BURDEN OF CLASSROOM MANAGEMENT; FOURTHLY, IT IS NECESSARY TO SUPPORT STUDENTS WITH SPECIAL EDUCATIONAL NEEDS TO PARTICIPATE IN GAMES; FIFTHLY, THERE MIGHT BE SOME MISUNDERSTANDINGS OF GAMIFICATION FOR LEARNING FROM PEER TEACHERS OR PARENTS; SIXTHLY, CLASSROOMS ARE LIMITED WITH SPACE AND THE RESOURCES OF SCHOOLS ARE INSUFFICIENT.\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 FOURTHLY, AS FOR TEACHERS\u2019 STRATEGIES TO COPE WITH CHALLENGES, THE STRATEGIES USED BY TEACHERS ARE RELATED TO THEIR ATTITUDES. WHEN TEACHERS HAVE A POSITIVE ATTITUDE TO THE APPROACH, THEY ARE WILLING TO TRY AND SOLVE THE DIFFICULTIES WHILE IMPLEMENTING GAMIFICATION FOR CHILDREN\u2019S LEARNING WITH POSITIVE STRATEGIES. VICE VERSA, IF TEACHERS HAVE A PASSIVE ACCEPTANCE ATTITUDE, THEY MAY STRUGGLE TO ESTABLISH EFFECTIVE COPING STRATEGIES.\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 FINALLY, ACCORDING TO THE RESULTS OF THIS STUDY, THE RESEARCHER SUMMARIZED THE ISSUES THAT NEED TO BE FURTHER ADDRESSED, AND MADE SEVERAL SPECIFIC SUGGESTIONS FOR THE GOVERNMENT, SCHOOLS AND TEACHERS TO IMPLEMENT GAMIFICATION FOR CHILDREN\u2019S LEARNING IN FUTURE. 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