Applying the Theory of Planned Behaviour in Assessments of Teachers' Intentions towards Practicing Inclusive Education: A Scoping Review

Autor/inn/en	Opoku, Maxwell Peprah; Cuskelly, Monica; Pedersen, Scott J.; Rayner, Christopher S.
Titel	Applying the Theory of Planned Behaviour in Assessments of Teachers' Intentions towards Practicing Inclusive Education: A Scoping Review
Quelle	In: European Journal of Special Needs Education, 36 (2021) 4, S.577-592 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Opoku, Maxwell Peprah)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-6257
DOI	10.1080/08856257.2020.1779979
Schlagwörter	Behavior Theories; Intention; Teacher Attitudes; Teacher Behavior; Inclusion; Students with Disabilities; Predictor Variables; Preservice Teachers; Elementary School Teachers; Secondary School Teachers; Special Schools; Regular and Special Education Relationship; Self Efficacy; School Culture; Stakeholders; Foreign Countries; Europe; North America; Africa; Latin America; Asia; Australia + Suchen Sie Ihr Suchwort? Lehrerverhalten; Teacher behaviour; Inklusion; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Prädiktor; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Special school; Sonderschule; Self-efficacy; Selbstwirksamkeit; Schulkultur; Schulleben; Ausland; Europa; Nordamerika; Afrika; Lateinamerika; Asien; Australien
Abstract	The theory of planned behaviour (TPB) captures important individual beliefs (attitudes, subjective norms and perceived behaviour control), which influence people's intentions towards performing a given behaviour. Due to the successful application of TPB to a number of areas of human activity, it has been adopted as a framework in a number of studies assessing teachers' intentions towards implementing inclusive education. However, little work has been done to synthesise these studies. In this study, we reviewed published studies on inclusive education (2007 to 2019), which used the TPB as a framework to understand reporting trends and identify research gaps. We followed the guidelines for the preferred reporting items for systematic reviews and meta-analyses (PRISMA). Five keywords were used to search for studies in nine databases, which resulted in the identification of 604 papers, of which 22 satisfied the pre-set inclusion and quality assessment criteria. Although the findings from some studies confirm the ability of TPB to predict teachers' intentions, the link between the predictors and actual behaviour was unclear. Moreover, there was divergence between the findings of the qualitative and quantitative studies. Limitations, recommendations for future studies and implications for inclusive practice are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01