This research investigated the attitudes of Chinese students toward inclusive education, by dividing the research into two studies with different subgroups included. Study 1 invited 340 secondary students and 129 secondary teachers from 9 mainstream secondary schools in Hong Kong to participate. The Chinese version of the 16-item Attitudes toward Inclusive Education Scale originally developed by Wilczenski⁶⁹ was applied. The results were analyzed at item and variable levels. Hong Kong students had significantly more positive attitudes toward inclusive education than their teachers. However, both groups did not show positive attitudes towards inclusive education. Based on the results of study 1, study 2 tried to cross validate these findings by inviting 135 teachers and 260 students in Macau to participate. As well, study 2 extended the horizon of comparison by inviting 260 parents to participate. They were either the mothers or fathers of the 260 students who participated in study 2. The same scale was applied in study 2 and the results showed that neither the Macau students nor the teachers were particularly positive toward inclusive education. The Macau parents had the more positive attitudes toward inclusive education than the Macau students and teachers. The results from the two studies in Hong Kong and Macau were compared and discussed.
[Copyright © 2015 World Research Journals.]

Self-concept is one of the most widely researched psychological constructs in such related disciplines as educational psychology, developmental psychology, and social psychology. The significance of self -concept lies in the facts that it has been shown to be closely related to other psychological constructs such as academic achievement (for reviews, see Hattie, 1992; Marsh, Byrne & Shavelson, 1992), neurosis and maladjustment (Rogers, 1981), self-schema (Cross & Markus, 1994), mood and self-evaluation (for reviews, see Brown & Mankowski, 1993), which are of great concerns among educators and psychologists. In Hong Kong, few studies has been done to assess the self-concept of pre-service full-time student teachers. The purpose of this paper is to report findings from one of the newly developed instrument based on the Shavelson, Hubner, and Stanton (1976) multidimensional, hierarchical model, the Personal and Academic self-concept Inventory (PASCI: Fleming & Whalen, 1990), and to compare findings of this study with previous findings as reported by Fleming and Whalen (1990), and Watkins, Regmi and Alfon (1990). The subjects were 227 either first year or second year full-time students enrolling in four similar teacher training programmes at the Institute of Education in Hong Kong. 63 male and 163 female (1 gender unknown) were included in the sample, with a mean age of 21 years . The instrument was a three-section, self-report questionnaire. Section A was an invitation letter explaining the purpose of the study and ensuring confidentiality. Section B was the Chinese version of PASCI. PASCI is an expanded version of Fleming and Courtney's (1984) Self-Rating Scale (SRS) which in turn evolved from the Feelings of Inadequacy Scale (Janis & Field, 1959). Its subscales are designed to measure global, social, physical, and academic components of self-concept grounded on Shavelson's (1976) model. Section C was used to collect respondents' demographic information including sex

This paper reports an investigation of the job satisfaction of teachers of severely mentally handicapped (smh) schools in Hong Kong. Responses to a modified version of the Job Description Index (JDI) are shown to be internally consistent and evidence is presented of the convergent and discriminant validity of the JDI scales. The teachers of the smh students were shown to be content with aspects of their job other than promotion opportunities, more so than representative samples of Hong Kong primary, secondary, and moderate grade mentally handicapped school teachers and psychiatric nurses. The JDI scales showed some power to predict intention to leave their current job.
[Copyright © 2000 De La Salle University, Philippines.]