Document Type

Journal Article

Department/Unit

Department of Education Studies

Language

English

Abstract

This study analyses responses (n = 309, across 94 schools) to the General Self-Efficacy Scale (Zhang and Schwarzer [1995]. “Measuring Optimistic Self-Beliefs: A Chinese Adaptation of the General Self-Efficacy Scale.” Psychologia: An International Journal of Psychology in the Orient 38 (3): 174–181) from Hong Kong primary teachers of inclusive music classes. Analysis of these results sheds light on the impact that contextual reforms have on these non-core subject music teachers’ practice. Respondents’ perceived self-efficacy is moderate – characterised as a see-saw relationship between their personal and external domains. A possible behavioural intervention suggests professional-sharing being further enriched were current Education Bureau’s in-service SEN courses to be inclusive of all primary school subjects, including music. Specific factors that underpin these respondents ‘moderate’ self-efficacy are identified as forming two clusters, human resource management and stress, with possible behavioural interventions for these being outlined.

Keywords

Primary music teachers, inclusive education, self-efficacy, Hong Kong

Publication Date

2019

Source Publication Title

Music Education Research

Volume

21

Issue

5

Start Page

517

End Page

528

Publisher

Taylor & Francis

DOI

10.1080/14613808.2019.1670151

Link to Publisher's Edition

https://doi.org/10.1080/14613808.2019.1670151

ISSN (print)

14613808

ISSN (electronic)

14699893

Available for download on Thursday, July 01, 2021

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