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.
Research article (journal) | Peer reviewedAbstract
Intermsofinclusiveschooldevelopment,aquestioniswhatfactorsenhancesuccessfulimplementation ofinclusivepractices.ThepresentstudyappliestheTheoryofPlannedBehaviour(TPB)asawholeandin differentiatedcomponentsrelatedtotheteacherintentionstoimplementinclusivepractices.Datawere collectedfrom585primaryschoolteachersinGermany.Multi-levelmultivariateregressionmodelswere computedtotestthecorrelationofattitudes,normsandperceivedbehaviouralcontrolwithteacher intentiontoimplementinclusion.Allcomponentsinvestigatedshowedasignificantrelationshipwith teacherintention.Differentiatedexaminationprovidesindicationsofopportunitiesforthedevelopment ofaninclusiveschoolsystem.
Details about the publication
Journal: Teaching and Teacher Education
Volume: 132
Status: Published
Release year: 2023 (01/07/2023)
Language in which the publication is written: English
Keywords: Theory of planned behaviour (TPB); Inclusion; Teachers; Germany
Authors from the University of Münster
| Urton, Karolina | Professorship of Educational Science with Specialisation in School Pedagogy: Inclusive Education (Prof. Urton) |