The Effect of Self-Efficacy and Role Understanding on Teachers' Emotional Exhaustion and Work Engagement in Inclusive Education in Macao (SAR)

This study examined responses from 508 full-time teachers working in inclusive schools in Macao (SAR). The intention was to understand the teachers� perceptions about their roles and how they responded to inclusive practices in their school. Teachers� 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� 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� cognitive work engagement. Teachers� 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.