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Inclusiveness has become a critical topic nowadays, serving as a benchmark of a nation and community’s level of civilization. As a core component of the United Nations' Sustainable Development Goals (SDGs), inclusiveness underscores its global significance in fostering equitable and justice societies. The changing dynamics of Macao households, characterized by both parents working or engaging in shift work, along with an increasingly aging population, have led to a growing reliance on domestic workers. As a result, these domestic workers often develop deep relationships with the children under their care, becoming integral members of the households. According to statistics from the Labour Affairs Bureau in Macao (2024), Filipino non-resident workers comprise the second-largest ethnic group, totaling 30,267 individuals. Of this group, 48% (14,604 individuals) are engaged in domestic work, highlighting their substantial presence in the sector. This study aims to investigate the experiences of the largest migrant working group in the region—female Filipino domestic workers—focusing on their experiences of inclusiveness within both the workplace and the Macao community. Utilizing a quantitative research methodology, the study conducts interviews with 10 female Filipino domestic workers in Macao. These interviews provide valuable insights into their lived experiences, illuminating their perceptions of inclusion within their employed families and society. Additionally, the research examines whether existing laws and regulations facilitate their inclusion in Macao. The results of this study revealed eight key themes and two new models of Perceived Inclusiveness in Domestic Workplace and Community , contributing to a deeper understanding of the inclusiveness experience of Filipino domestic workers in Macao.
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This study examines the psychometric properties of a Chinese version of the Engaged Teacher Scale (C-ETS). A translated questionnaire with 16 items was administered to a sample of 341 primary and secondary school teachers in Hong Kong. A series of confirmatory factor analyses were performed to assess the construct, convergent, and discriminant validity of the scale in alternative models. Results provide support for a second-order model with teacher engagement as an overarching construct with four hypothesized dimensions: emotional engagement, cognitive engagement, social engagement (students), and social engagement (colleagues). The C-ETS provides a useful measure for teacher engagement in Chinese societies. Contributions and limitations of the study are discussed.
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