A comparison of Brunei and Hong Kong - SAR student teachers' self-efficacy in implementing inclusive education practices: implications for teacher education

A comparison of Brunei and Hong Kong - SAR student teachers' self-efficacy in implementing inclusive education practices: implications for teacher education

The survey compared the scores of 159 (118 females) randomly selected Brunei and Hong Kong (Special Administrative Region) student teachers on the New General Self-efficacy Scale (NGSS); Self-efficacy in Implementing Inclusive Practices Scale (SIIPS); Sentiments, Attitudes and Concerns about Inclusive Education Scale (SACIES); and Inclusive Classroom Setting Scale (ICSS). The scales were reliable and valid for use with participants in both countries. Females scored significantly higher on NGSS than male counterparts. In addition, Brunei participants scored significantly higher on NGSS and SACIES than Hong Kong peers. Furthermore, the samples' scores differed significantly on NGSS and SACIES by participants' educational level with A-Level trainees scoring highest. Moreover, the majority of the participants generally scored high on all the scales. However, Two-Way ANOVA revealed only one independent variable (ICSS) with a significant main effect on SIIPS, the dependent variable. Also only one lower-order interaction variable (gender and educational level) had a significant joint effect on the dependent variable, SIIPS. Overall, the results indicate a need to increase self-efficacy in males and Hong Kong students. Extra attention and interventions ought to be directed to SACIES and ICSS variables. Mixed-methods research was recommended to gain more comprehensive insights.