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August 25, 2025British Educational Research JournalOpen Access

Applying the theory of planned behaviour to examine teachers' intentions to teach in inclusive classrooms and their inclusive practices

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Authors

İGİpek GülsünOMOlli‐Pekka MalinenUniversity of HelsinkiAYAkie YadaUniversity of Turku

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Implication

Analysis used structural equation modelling to assess how teachers' attitudes and norms influence inclusive practices.

Key Points

  • Teachers' intentions to teach in inclusive classrooms are significantly linked to their self-reported inclusive practices.
  • The study involved 695 Finnish teachers, revealing that attitudes and norms are crucial for fostering inclusive education.
  • Structural equation modelling showed that teachers' self-efficacy plays a varying mediating role across different inclusive practice domains.
  • These findings highlight the importance of enhancing teacher training and shaping future inclusive education policies.

Cite This Study

Gülsün et al. (2025) studied this question.

synapsesocial.com/papers/68af79b67567bf4f94ff210bhttps://doi.org/10.1002/berj.70023
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