This study examined responses from 508 full-time teachers working in inclusive schools in Macao (SAR). The intention was to understand the teachers\u2019 perceptions about their roles and how they responded to inclusive practices in their school. Teachers\u2019 perceived levels of emotional exhaustion and cognitive work engagement were assessed in relation to several professional competencies (self-efficacy with using inclusive instruction, collaborating with parents and paraprofessionals, and managing disruptive behaviours), as well as the organisational variable of role understanding. Regression analysis showed that teachers\u2019 self-efficacy with using inclusive instruction was found to be the most powerful negative predictor of emotional exhaustion; while self-efficacy for managing disruptive behaviours was a positive predictor of teachers\u2019 cognitive work engagement. Teachers\u2019 level of understanding of their role and that of their schools was a negative predictor of emotional exhaustion and a positive predictor of cognitive work engagement. Moreover, it further confirmed that the concept of co-existence between work engagement and burnout can be applied to inclusive teachers. Results were interpreted in relation to management in inclusive schools in Macao and were followed by a discussion on the implications of enhancing inclusive education.<\/p>\n","protected":false},"excerpt":{"rendered":"
International Journal of Disability, Development and Education.<\/p>\n","protected":false},"featured_media":0,"parent":0,"menu_order":0,"template":"","project_types":[402],"language":"en","languages":{"en":{"code":"en","id":"1","native_name":"English","major":"1","active":"1","default_locale":"en_US","encode_url":"0","tag":"en","translated_name":"English","url":"https:\/\/dlcre.usj.edu.mo\/en\/","country_flag_url":"https:\/\/dlcre.usj.edu.mo\/wp-content\/plugins\/sitepress-multilingual-cms\/res\/flags\/en.png","language_code":"en","link":"https:\/\/dlcre.usj.edu.mo\/en\/research\/projects\/the-effect-of-self-efficacy-and-role-understanding-on-teachers-emotional-exhaustion-and-work-engagement-in-inclusive-education-in-macao-sar\/"},"zh-hant":{"code":"zh-hant","id":"61","native_name":"\u7e41\u9ad4\u4e2d\u6587","major":"1","active":0,"default_locale":"zh_TW","encode_url":"0","tag":"zh-hant","translated_name":"Chinese (Traditional)","url":"https:\/\/dlcre.usj.edu.mo\/zh-hant\/","country_flag_url":"https:\/\/dlcre.usj.edu.mo\/wp-content\/plugins\/sitepress-multilingual-cms\/res\/flags\/zh.png","language_code":"zh-hant","link":"https:\/\/dlcre.usj.edu.mo\/zh-hant\/research\/projects\/the-effect-of-self-efficacy-and-role-understanding-on-teachers-emotional-exhaustion-and-work-engagement-in-inclusive-education-in-macao-sar\/"}},"acf":{"blocks":false,"date":{"start":"2019","end":"2020"},"status":"Completed","principal_investigators":{"internal":null,"external":""},"team_members":{"internal":[12097,12080,13763,13521,12098],"external":"Stella Cheong (Research Assistant); Chi Kwan Mak, Jenny (Research Assistant)"},"link":"https:\/\/www.tandfonline.com\/doi\/full\/10.1080\/1034912X.2020.1808949"},"_links":{"self":[{"href":"https:\/\/dlcre.usj.edu.mo\/en\/wp-json\/wp\/v2\/projects\/14097"}],"collection":[{"href":"https:\/\/dlcre.usj.edu.mo\/en\/wp-json\/wp\/v2\/projects"}],"about":[{"href":"https:\/\/dlcre.usj.edu.mo\/en\/wp-json\/wp\/v2\/types\/project"}],"wp:attachment":[{"href":"https:\/\/dlcre.usj.edu.mo\/en\/wp-json\/wp\/v2\/media?parent=14097"}],"wp:term":[{"taxonomy":"project_type","embeddable":true,"href":"https:\/\/dlcre.usj.edu.mo\/en\/wp-json\/wp\/v2\/project_types?post=14097"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}