Examining factors influencing teachers' intentions in implementing inclusive practices in Hong Kong classrooms

Abstract

This study investigated teachers' intentions to adopt inclusive teaching practices along with factors affecting teachers' intentions to implement inclusive practices. According to the theory of planned behaviour, an individual's intention can be predicted by their attitudes, subjective norms and perceived behavioural control. Using convenience and snowball sampling, 1110 Hong Kong primary and secondary teachers were recruited to complete a 5‐part questionnaire for the study. The results show that teachers' intentions were moderate – that is, teachers were somewhat likely to adopt inclusive teaching practices for students with disabilities. Teachers' attitudes (beliefs and feelings), perceived support needs related to expert guidance and teacher self‐efficacy (in inclusive instructions, managing behaviour and collaboration) significantly influenced their intentions to use inclusive classroom practices for students with disabilities. The findings of this study provide clear implications to policymakers and teacher‐education providers to address teachers' needs and promote the practices of inclusive education.

Factors Influencing the Teaching Practices of In-service Teachers in Inclusive Education: A Systematic Review

“…Offering high-quality IE benefits students with SEN, and it has been advocated as a benchmark practice for all students, resulting in enhanced outcomes (De Bruin, 2020). And Chow (2024) points out that the success of IE relies on IST applying inclusive practices that benefit all students. Besides, it is different from traditional special education methods for teaching students with SEN, which has significant implications for the evolving role of teachers (Chow et al, 2023).…”

“…Besides, it is different from traditional special education methods for teaching students with SEN, which has significant implications for the evolving role of teachers (Chow et al, 2023). However, to what extent do teachers believe they do not have enough support to achieve success for all students (Chow, 2024).…”

“…In this regard, one of the factors that appears to have the strongest positive effect in inclusive classrooms is associated with the attitudes and beliefs of IST (Navarro-Mateu et al, 2020). Furthermore, as per the TBP, an individual's intention can be forecasted by their attitudes, subjective norms, and perceived behavioural control (Chow, 2024).…”

Formación docente y práctica pedagógica en la educación inclusiva: revisión sistemática

“…Se muestra, como un 24,4% de los estudios analizados, plantean que estos elementos son importantes alrededor de la formación del ser docente. En este campo, los investigadores muestran una correlación positiva entre las actitudes y la autoeficacia con la disposición a adoptar prácticas inclusivas en el aula (Chow, 2023;Sharma et al, 2021). Por otra parte, se evidencia que fortalecer la autoeficacia y la eficacia colectiva docente, ayuda a generar situaciones dentro del aula que favorece la participación de los estudiantes (Gülsün et al, 2023), además, enfatiza en la necesidad de promover actitudes positivas por parte de los docentes, y destaca la importancia de la formación como parte del desarrollo profesional, lo que forma docentes más resilientes y listos para enfrentar los desafíos de la profesión docente (Yada et al, 2021).…”