{"id":425466,"date":"2026-08-21T00:39:08","date_gmt":"2026-08-20T16:39:08","guid":{"rendered":"https:\/\/library.usj.edu.mo\/?post_type=tnc_col_19631_item&#038;p=425466"},"modified":"2026-08-24T12:15:35","modified_gmt":"2026-08-24T04:15:35","slug":"%e6%be%b3%e9%96%80%e7%89%b9%e6%ae%8a%e6%95%99%e8%82%b2%e6%95%99%e5%b8%ab%e7%9a%84%e5%b7%a5%e4%bd%9c%e7%8f%be%e7%8b%80%e8%88%87%e5%b7%a5%e4%bd%9c%e6%bb%bf%e6%84%8f%e4%b9%8b%e6%8e%a2%e8%a8%8e-%e4%bb%a5","status":"publish","type":"tnc_col_19631_item","link":"https:\/\/library.usj.edu.mo\/zh\/student-thesis-dissertation\/%e6%be%b3%e9%96%80%e7%89%b9%e6%ae%8a%e6%95%99%e8%82%b2%e6%95%99%e5%b8%ab%e7%9a%84%e5%b7%a5%e4%bd%9c%e7%8f%be%e7%8b%80%e8%88%87%e5%b7%a5%e4%bd%9c%e6%bb%bf%e6%84%8f%e4%b9%8b%e6%8e%a2%e8%a8%8e-%e4%bb%a5\/","title":{"rendered":"\u6fb3\u9580\u7279\u6b8a\u6559\u80b2\u6559\u5e2b\u7684\u5de5\u4f5c\u73fe\u72c0\u8207\u5de5\u4f5c\u6eff\u610f\u4e4b\u63a2\u8a0e-\u4ee5 K \u5b78\u6821\u70ba\u4f8b"},"content":{"rendered":"<p>INCLUSIVE PRESCHOOL EDUCATION IN MACAO IS IN ITS INFANCY AND RESOURCE TEACHERS (RTS) PLAY A PIVOTAL ROLE IN SUPPORTING KINDERGARTEN TEACHERS. THIS STUDY AIMED TO INVESTIGATE MACAO KINDERGARTEN TEACHERS\u2019 DEMAND FOR AND SATISFACTION OF RTS\u2019 SUPPORT SERVICES IN INCLUSIVE EDUCATION. USING A MIXED METHOD DESIGN, THE RESEARCHER ADMINISTERED A SELF-DEVELOPED QUESTIONNAIRE (INCLUDING A NEED SCALE AND A SATISFACTION SCALE) TO 70 KINDERGARTEN TEACHERS AND INTERVIEWED FOUR KINDERGARTEN TEACHERS. BASED ON THE QUANTITATIVE AND QUALITATIVE DATA ANALYSES, RESULTS SHOWED THAT: 1) KINDERGARTEN TEACHERS HAD A HIGH DEMAND FOR RTS\u2019 SUPPORT SERVICES NO MATTER WHETHER THEY HAD PREVIOUSLY RECEIVED SUCH SERVICES, AND KINDERGARTEN TEACHERS WHO HAD RECEIVED RTS\u2019 SUPPORT SERVICES (N = 43) WERE MODERATELY SATISFIED WITH THEIR SUPPORT SERVICES. 2) THERE WAS A MODERATE CORRELATION BETWEEN THE DEMAND AND SATISFACTION SCALES AND RESPECTIVE DIMENSIONS. THE NEED LEVEL WAS SIGNIFICANTLY HIGHER THAN THE SATISFACTION LEVEL ON ALL SIX DIMENSIONS. TEACHERS REPORTED HIGHEST SCORES ON BOTH THEIR NEED AND SATISFACTION ON THE DIMENSION OF COOPERATION, INTERACTION, AND COMMUNICATION. 3) KINDERGARTEN TEACHERS\u2019 NEED LEVEL INCREASED SIGNIFICANTLY WHEN THE NUMBER OF INCLUSIVE STUDENTS TAUGHT DURING THE SCHOOL YEAR WAS THREE OR MORE, COMPARED TO A NUMBER BELOW THREE. TEACHERS\u2019 SATISFACTION LEVEL DID NOT DIFFER SIGNIFICANTLY ACROSS ANY DEMOGRAPHIC VARIABLES. 4) KINDERGARTEN TEACHERS WERE SATISFIED WITH RTS\u2019 SUPPORT SERVICES IN TERMS OF IMPROVED CLASSROOM MANAGEMENT BY HANDLING INCLUSIVE STUDENTS\u2019 PROBLEM BEHAVIORS, PULL-OUT INSTRUCTION, TEST-TAKING ASSISTANCE, REDUCTION OF IEP WORKLOAD, AND THE PROVISION OF PROFESSIONAL SUPPORT TO PARENTS. 5) KINDERGARTEN TEACHERS WERE DISSATISFIED WITH RTS\u2019 SUPPORT SERVICES IN TERMS OF COOPERATIVE INTERACTION AND COMMUNICATION, CO-TEACHING, ASSESSMENT OF INCLUSIVE STUDENTS\u2019 PERFORMANCE, AND SUPERVISION OF RTS&#8217; WORK. BASED ON THE KINDERGARTEN TEACHERS\u2019 EXPECTATIONS FOR RTS\u2019 SUPPORT SERVICES, THE IMPLICATIONS OF THIS STUDY WERE DISCUSSED TO PROVIDE MEANINGFUL AND EVIDENCE-BASED DIRECTIONS FOR THE RESEARCH AND PRACTICE OF INCLUSIVE PRESCHOOL EDUCATION IN MACAO. 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