A1 Vertaisarvioitu alkuperäisartikkeli tieteellisessä lehdessä
Applying the theory of planned behaviour to examine teachers' intentions to teach in inclusive classrooms and their inclusive practices
Tekijät: Gülsün, İpek; Malinen, Olli-Pekka; Yada, Akie; Savolainen, Hannu
Kustantaja: John Wiley & Sons
Julkaisuvuosi: 2025
Journal: British Educational Research Journal
ISSN: 0141-1926
eISSN: 1469-3518
DOI: https://doi.org/10.1002/berj.70023
Verkko-osoite: https://doi.org/10.1002/berj.70023
Rinnakkaistallenteen osoite: https://research.utu.fi/converis/portal/detail/Publication/500211509
Given the vital role of teachers in inclusive education, there has been growing interest in teacher-related factors that influence their intentions to teach in inclusive classrooms and their inclusive practices. Based on Ajzen's theory of planned behaviour, we investigated the relationship between teachers' affective attitudes towards inclusive education, subjective norms about inclusive practices, self-efficacy beliefs, intentions to teach in inclusive classrooms and their inclusive practices within the same structural model. This study specifically focuses on two domains of inclusive practices: personalised instructional practices and collaboration and assessment practices. Using a sample of 695 Finnish basic education teachers, the structural equation modelling results revealed that in both domains, teachers' affective attitudes towards inclusive education, subjective norms about inclusive practices and self-efficacy for inclusive practices were significantly related to their intentions to teach in inclusive classrooms. These intentions were significantly linked to teachers' self-reported inclusive practices in these domains. Intentions mediated the indirect effect of affective attitudes towards inclusive education and subjective norms on inclusive practices. The mediating role of intentions in the indirect effect of self-efficacy beliefs on inclusive practices varied across domains. While intentions partially mediated the indirect effect of self-efficacy for instructional strategies on personalised instructional practices, they fully mediated the indirect effect of self-efficacy for collaboration on collaboration and assessment practices. These findings have significant implications for enriching teacher training in inclusive education, enhancing educational practices in schools, and shaping future policies on inclusive education.
Ladattava julkaisu This is an electronic reprint of the original article. |  |
Julkaisussa olevat rahoitustiedot:
İpek Gülsün was supported by the Republic of Türkiye Ministry of National Education, General Directorate of Higher and Foreign Education, Turkish Government Study Abroad Programme for her PhD studies.
Akie Yada was supported by the Centre of Excellence for Learning Dynamics and Intervention Research (InterLearn CoE) in the Academy of Finland's Centre of Excellence Programme (2022–2029) under grants JYU-EDU/Aro 346,120, JYU-PSY/Leppänen 346,119 and UTU/Korja 346,121.
