Kuok, A. C. H.A. C. H.KuokSantos Teixeira, VitorVitorSantos TeixeiraForlin, ChrisChrisForlinMonteiro, ElisaElisaMonteiroCorreia, AnaAnaCorreia2024-04-022024-04-0220201034-912X, 1465-346Xhttps://dspace.usj.edu.mo/handle/123456789/485410.1080/1034912X.2020.1808949This 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.entext::journal::journal article