{"id":425449,"date":"2026-08-21T00:39:07","date_gmt":"2026-08-20T16:39:07","guid":{"rendered":"https:\/\/library.usj.edu.mo\/?post_type=tnc_col_19631_item&p=425449"},"modified":"2026-08-24T12:15:39","modified_gmt":"2026-08-24T04:15:39","slug":"%e6%be%b3%e9%96%80%e5%b9%bc%e5%85%92%e6%95%99%e5%b8%ab%e5%8b%9d%e4%bb%bb%e5%8a%9b%e8%aa%bf%e6%9f%a5%e7%a0%94%e7%a9%b6","status":"publish","type":"tnc_col_19631_item","link":"https:\/\/library.usj.edu.mo\/zh\/student-thesis-dissertation\/%e6%be%b3%e9%96%80%e5%b9%bc%e5%85%92%e6%95%99%e5%b8%ab%e5%8b%9d%e4%bb%bb%e5%8a%9b%e8%aa%bf%e6%9f%a5%e7%a0%94%e7%a9%b6\/","title":{"rendered":"\u6fb3\u9580\u5e7c\u5152\u6559\u5e2b\u52dd\u4efb\u529b\u8abf\u67e5\u7814\u7a76"},"content":{"rendered":"

THIS STUDY INVESTIGATES THE RELATIONSHIP BETWEEN SPECIAL EDUCATION PROFESSIONAL COMPETENCE AND INCLUSIVE EDUCATION ATTITUDES AMONG GENERAL SCHOOL TEACHERS IN MACAO, AIMING TO UNDERSTAND HOW THESE FACTORS INFLUENCE THE DEVELOPMENT OF INCLUSIVE EDUCATION IN THE REGION. 310 VALID QUESTIONNAIRES WERE COLLECTED FROM LOCAL GENERAL SCHOOL TEACHERS THROUGH SURVEYS INCORPORATING 14 BACKGROUND VARIABLES, ANALYZED USING STATISTICAL METHODS INCLUDING INDEPENDENT SAMPLES T-TESTS, ONE-WAY ANOVA, AND ORDINAL ONE-WAY ANOVA. QUALITATIVE INTERVIEWS FURTHER SUPPLEMENTED THE FINDINGS. THE RESULTS SHOW: 1. GENERAL SCHOOL TEACHERS IN MACAO DEMONSTRATED A RELATEIVELY HIGH LEVEL OF “”OVERALL SPECIAL EDUCATION COMPETENCE”” AND ITS FIVE DIMENSIONS: “”GENERAL SPECIAL EDUCATION KNOWLEDGE,”” “”CURRICULUM DESIGN COMPETENCE,”” “”INSTRUCTIONAL DESIGN COMPETENCE,”” “”ASSESSMENT COMPETENCE,”” AND “”CLASSROOM MANAGEMENT COMPETENCE.”” 2. TEACHERS SHOWED POSITIVE “”OVERALL INCLUSIVE EDUCATION ATTITUDES”” ACROSS THREE DIMENSIONS: “”COGNITIVE,”” “”EMOTION,”” AND “”BEHAVIOR.”” 3. NINE BACKGROUND VARIABLES SHOWED SIGNIFICANT DIFFERENCES IN SPECIAL EDUCATION COMPETENCE: “”AGE,”” “”TEACHING EXPERIENCE,”” “”SPECIAL EDUCATION EXPERIENCE,”” “”PARTICIPATION IN INCLUSIVE EDUCATION COURSES OFFERED BY THE EDUCATION AND YOUTH AFFAIRS BUREAU (EYAB),”” “”PARTICIPATION IN EYAB WORKSHOPS\/SEMINARS,”” “”PRE-TEACHING RELEVANT EXPERIENCE,”” “”LEVEL OF SUPPORT FROM SPECIAL EDUCATION PROFESSIONALS,”” “”FREQUENCY OF COLLEAGUE COMMUNICATION REGARDING INCLUSIVE STUDENTS,”” AND “”NUMBER OF INCLUSIVE STUDENTS IN THE CLASS WITH THE HIGHEST INCLUSION RATE.”” 4. FIVE VARIABLES SHOW SIGNIFICANT DIFFERENCES IN ATTITUDES TOWARD INCLUSIVE EDUCATION: “”AGE,”” “”TEACHING EXPERIENCE,”” “”SPECIAL EDUCATION EXPERIENCE,”” “”PRE-TEACHING RELEVANT EXPERIENCE,”” AND “”FREQUENCY OF COLLEAGUE COMMUNICATION ON INCLUSIVE STUDENT ISSUES.”” PART OF THE QUALITATIVE INTERVIEW RESULTS ARE CONSISTENT WITH THE QUANTITATIVE RESULTS. ADDITIONALLY, PEARSON CORRELATION ANALYSIS WAS CONDUCTED, REVEALING A POSITIVE CORRELATION BETWEEN SPECIAL EDUCATION PROFESSIONAL COMPETENCE AND ATTITUDES TOWARD INCLUSIVE EDUCATION. QUALITATIVE FINDINGS REVEALED ADDITIONAL INSIGHTS: 1. TEACHERS IDENTIFIED FIVE INFLUENCING VARIABLE FOR SPECIAL EDUCATION COMPETENCE: “”GENDER,”” “”EDUCATIONAL BACKGROUND,”” “”PROFESSIONAL SPECIALIZATION,”” “”JOB POSITION,”” AND “”TEACHING STAGE.”” 2. TEACHERS IDENTIFIED FOUR VARIABLES IMPACTED INCLUSIVE EDUCATION ATTITUDES: “”EDUCATIONAL BACKGROUND,”” “”PROFESSIONAL SPECIALIZATION,”” “”JOB ROLES,”” AND “”NUMBER OF INCLUSIVE STUDENTS IN THE CLASS WITH HIGHEST INCLUSION RATE.”” 3.\u00a0 “”PERSONALITY TRAITS”” WAS A CRITICAL FACTOR IN TEACHERS\u2019 INCLUSIVE EDUCATION ATTITUDES: TEACHERS WITH MORE POSITIVE, OPEN, AND PATIENT DISPOSITIONS SHOWED STRONGER INCLUSIVE EDUCATION ATTITUDES. 4. “”TEACHER-STUDENT RELATIONSHIP”” POSITIVELY INFLUENCED BOTH COMPETENCE AND ATTITUDES, WITH BETTER RELATIONSHIPS CORRELATING WITH HIGHER PROFICIENCY AND MORE FAVORABLE ATTITUDES. QUALITATIVE DATA PRIMARILY SERVED TO SUPPORT AND ENRICH THE QUANTITATIVE FINDINGS. 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