Factors explaining teachers' intention to implement inclusive practices in the classroom: Indications based on the theory of planned behaviour

Urton, K., Wilbert, J., Krull, J. & Hennemann, T.

Forschungsartikel (Zeitschrift)

Zusammenfassung

Intermsofinclusiveschooldevelopment,aquestioniswhatfactorsenhancesuccessfulimplementation ofinclusivepractices.ThepresentstudyappliestheTheoryofPlannedBehaviour(TPB)asawholeandin differentiatedcomponentsrelatedtotheteacherintentionstoimplementinclusivepractices.Datawere collectedfrom585primaryschoolteachersinGermany.Multi-levelmultivariateregressionmodelswere computedtotestthecorrelationofattitudes,normsandperceivedbehaviouralcontrolwithteacher intentiontoimplementinclusion.Allcomponentsinvestigatedshowedasignificantrelationshipwith teacherintention.Differentiatedexaminationprovidesindicationsofopportunitiesforthedevelopment ofaninclusiveschoolsystem.

Details zur Publikation

Veröffentlichungsjahr: 2023
Sprache, in der die Publikation verfasst ist: Englisch