Attitudes and Self-Efficacy as Significant Predictors of Intention of Secondary School Teachers towards the Implementation of Inclusive Education in Ghana

Autor/inn/en	Opoku, Maxwell Peprah; Cuskelly, Monica; Pedersen, Scott J.; Rayner, Christopher S.
Titel	Attitudes and Self-Efficacy as Significant Predictors of Intention of Secondary School Teachers towards the Implementation of Inclusive Education in Ghana
Quelle	In: European Journal of Psychology of Education, 36 (2021) 3, S.673-691 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-2928
DOI	10.1007/s10212-020-00490-5
Schlagwörter	Inclusion; Teacher Attitudes; Secondary School Teachers; Educational Practices; Self Efficacy; Predictor Variables; Intention; Teacher Educators; Foreign Countries; Ghana + Suchen Sie Ihr Suchwort? Inklusion; Lehrerverhalten; Bildungspraxis; Self-efficacy; Selbstwirksamkeit; Prädiktor; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Ausland
Abstract	The intention of teachers towards adopting inclusive practices is vital to determining teaching behaviour in classrooms. Although some previous studies have reported that variables such as attitudes, subjective norms and self-efficacy combine to predict intention of teachers, such studies are sparse in sub-Saharan Africa and mainly limited to primary school teachers. In this study, the Theory of Planned Behaviour (TPB) was adopted as a framework to study the predictors of intentions of teachers towards inclusive education in secondary schools in Ghana. Four scales, developed to reflect the elements of TPB, were used to collect data from 457 secondary school teachers. Only the two determinants, attitude and self-efficacy, combined to significantly predict the intention of teachers towards practising inclusive education. Interestingly, there was no relationship between subjective norms and intention towards inclusive education. The need for teacher educators to prioritise the two variables, in attempt to promote inclusive practices in secondary schools in Ghana, is also discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01