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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.

This paper reports findings of a mixed methods study examining private school teachers' perceptions of efficacy in dealing with the challenges presented by inclusive education in Macao. This is highly pertinent after the Government invited consultation to propose changes to amendments of the Decree Law of 1996 concerning the education of students with Special Education Needs (SEN) which will likely see private schools being required to accept these students in the future. Within the context of teacher preparedness for inclusive education, the study found that a number of teachers felt that they were not at all prepared to teach students with SEN. Whilst some teachers suggested that they lacked skills and knowledge in teaching in inclusive classrooms, some felt overwhelmed with the challenges. The teachers proposed that they would need to know how to provide instructional adaptations and modifications to support students with SEN. Implications for continuous development of teacher training and education are discussed within the context of improving teacher efficacy and how private school teachers could better respond to the challenges of inclusive education in Macao.

background This study aimed to investigate English teachers' self-efficacy for student engagement, classroom management, instructional strategies and literacy instruction, as well as to determine whether teacher stress and job satisfaction may affect their occupational health (in terms of self-efficacy). In addition, this is one of the first studies to examine the differences in self-efficacy among pre-service, novice and experienced in-service teachers in a Chinese society, where English is positioned as a foreign language. participants and procedure 271 English teachers (90 pre-service, 181 in-service) with mean teaching experience of 5.57 months for per-service and 98.51 months for in-service participated in this quantitative research study. As the targets could not be approached randomly, the English teachers were approached individually though referral sampling, informing them of the purpose of the study and obtaining their consent. results It was found that both pre-service and novice in-service teachers possess the lowest self-efficacy. Moreover, teachers' stress from the classroom predicted their self-efficacy for student engagement and classroom management negatively. On the other hand, teachers' job satisfaction predicts their self-efficacy for student engagement, instructional strategies and literacy instruction positively. conclusions Implications (based on the findings) are discussed in order to provide insights for schools and education departments to strengthen the teachers' capability of teaching and their occupational health. [ABSTRACT FROM AUTHOR]

BACKGROUND This study aimed to investigate elite athletes' mental wellbeing, and to ascertain whether the personal factor resilience and the social factor social support can play a role in promoting mental well-being and life satisfaction. In addition, this is one of the first studies to investigate well-being among elite athletes who are from a region belonging to an unrecognised National Olympic Committee and are not eligible to join the Olympic Games. PARTICIPANTS AND PROCEDURE Eighty-four full-time elite athletes (37 males, 47 females) with mean age of 22.36 years old participated in this quantitative research study. Formal letters describing the purpose and organiser of the study were sent to the sport entities in Macao asking their permission for the researchers to contact the elite athletes to participate in this study. After gaining the permission, the elite athletes belonging to these entities were approached individually, to inform them of the purpose of the study and receive their consent. RESULTS Regression revealed that emotional support and adaptability of resilience were strong positive predictors of mental well-being. Additionally, mental well-being was found to be a strong positive predictor of life satisfaction. The results reflected that in elite athletes possessing high adaptability and receiving more emotional support could help to maintain their mental well-being. CONCLUSIONS Implications (based on the findings) are discussed in order to provide insights for policy makers or coaches how to promote elite athletes' mental well-being. [ABSTRACT FROM AUTHOR]

To determine whether living according to specific traditional Chinese cultural values was associated with satisfaction of the five needs in Maslow's motivational hierarchy and overall life satisfaction, a mixed-method approach was employed, with an empirical questionnaire and supplemental interviews. The questionnaire assessed the hypothesized relationships that traditional Chinese values had with personal life outcomes, including health, employment, satisfaction of the five needs from Maslow's hierarchy, and life satisfaction. The interviews examined the relationships that several demographic variables had with living by traditional Chinese values. The results of the empirical data revealed that most Chinese people today are still living according to the traditional Chinese cultural values, and that living by those traditional values are strongly associated with satisfaction of all five of the human needs in the Maslow hierarchy, as well as with overall life satisfaction. Additionally, the results of the qualitative interviews readily supported the empirical findings, and also revealed that the time during which inter-generational transmission of the Chinese cultural values occurs is when parents teach those values to their children at a very early age, that is, between 3 and 8 years old, before the children start primary school. [ABSTRACT FROM AUTHOR]

As Macau is one of the cities with high students' grade retention rate, the local teachers, therefore, have a considerably heavy workload to prepare the students to achieve the requirements of a particular academic setting. This study examined 173 full-time in-service secondary school teachers at Macau via questionnaire. The result shows in-service teachers feel emotional exhaustion in teaching students. However, teachers perceive their competence in teaching and would not depersonalize the students as an object. Moreover, significant variations are found among the three factors of burnout for teachers. That is, teachers experience higher emotional exhaustion than reduced personal accomplishment and depersonalisation. By reviewing previous studies about teachers' burnout as compared to the present findings, an upward trend of teachers' emotional exhaustion is suggested. The increase of emotional exhausting could be related to the launch of new policies in terms of enhancing the professionalism of teachers. Needs for achievement, which is negatively correlated to burnout, is found to be a powerful predictor. Organisational socialisation in terms of training, understanding, co-worker support, and future prospects are discovered to have negative correlations to burnout. Particularly, understanding and future prospect are found to be the negative predictors of reduced personal accomplishment and emotional exhaustion, respectively. The results and implications are interpreted for teachers' professional development and school administration. [ABSTRACT FROM AUTHOR]

This study examined 290 full-time employees among non-gaming industries at Macau, where the economy was mainly dominated by the revenue from casinos. It clarified that work satisfaction was fairly low for employees in non-gaming industries, and dissonance was generated due to the discrepancy between employees' work satisfaction and affective commitment. Organizational variables - management ethics and distributive justice -, a socio-emotional variable - family emotional support -, as well as personality variables - conscientiousness and neuroticism - were assessed in relation to work satisfaction and affective commitment. Regressions found distributive justice to be the most powerful and positive predictor that, together with management ethics and family emotional support, were the positive predictors of both work satisfaction and affective commitment. In addition, conscientiousness was a positive predictor, while neuroticism was a negative predictor of work satisfaction. Results were interpreted in relation to management, and implications for human resource management practice in non-gaming industries were discussed. [ABSTRACT FROM AUTHOR]

Background: This study aimed to investigate English teachers' self-efficacy for student engagement, classroom management, instructional strategies and literacy instruction, as well as to determine whether teacher stress and job satisfaction may affect their occupational health (in terms of self-efficacy). In addition, this is one of the first studies to examine the differences in self-efficacy among pre-service, novice and experienced in-service teachers in a Chinese society, where English is positioned as a foreign language., Participants and Procedure: 271 English teachers (90 pre-service, 181 in-service) with mean teaching experience of 5.57 months for per-service and 98.51 months for in-service participated in this quantitative research study. As the targets could not be approached randomly, the English teachers were approached individually though referral sampling, informing them of the purpose of the study and obtaining their consent., Results: It was found that both pre-service and novice in-service teachers possess the lowest self-efficacy. Moreover, teachers' stress from the classroom predicted their self-efficacy for student engagement and classroom management negatively. On the other hand, teachers' job satisfaction predicts their self-efficacy for student engagement, instructional strategies and literacy instruction positively., Conclusions: Implications (based on the findings) are discussed in order to provide insights for schools and education departments to strengthen the teachers' capability of teaching and their occupational health., (Copyright © Institute of Psychology, University of Gdansk.)

Background: This study aimed to investigate elite athletes' mental well-being, and to ascertain whether the personal factor resilience and the social factor social support can play a role in promoting mental well-being and life satisfaction. In addition, this is one of the first studies to investigate well-being among elite athletes who are from a region belonging to an unrecognised National Olympic Committee and are not eligible to join the Olympic Games., Participants and Procedure: Eighty-four full-time elite athletes (37 males, 47 females) with mean age of 22.36 years old participated in this quantitative research study. Formal letters describing the purpose and organiser of the study were sent to the sport entities in Macao asking their permission for the researchers to contact the elite athletes to participate in this study. After gaining the permission, the elite athletes belonging to these entities were approached individually, to inform them of the purpose of the study and receive their consent., Results: Regression revealed that emotional support and adaptability of resilience were strong positive predictors of mental well-being. Additionally, mental well-being was found to be a strong positive predictor of life satisfaction. The results reflected that in elite athletes possessing high adaptability and receiving more emotional support could help to maintain their mental well-being., Conclusions: Implications (based on the findings) are discussed in order to provide insights for policy makers or coaches how to promote elite athletes' mental well-being., (Copyright © Institute of Psychology, University of Gdansk.)