Factors explaining teachers’ intention to implement inclusive practices in the classroom: Indications based on the theory of planned behaviour

Urton, Karolina; Wilbert, Jürgen; Krull, Johanna; Hennemann, Thomas

doi:10.1016/j.tate.2023.104225

Cited by 6 publications

(1 citation statement)

References 29 publications

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“…While several studies have attempted to apply part of the TPB to teaching practices (e.g., Kupers et al, 2023 ; Urton et al, 2023 ), only few have tested the full model in relation with CBP, DI, or FA practices. Table 1 describes the only TPB studies we found concerning these teaching practices.…”

Section: Introductionmentioning

confidence: 99%

Why teachers do (or do not) implement recommended teaching practices? An application of the theory of planned behavior

Dierendonck,

Poncelet,

Tinnes-Vigne

2024

Front. Psychol.

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IntroductionIn Luxembourg, competency-based practices (CBP), differentiated instruction (DI), and formative assessment (FA) have been imposed by the 2009 school law. Referring to the Theory of Planned Behavior (TPB), this study examined factors influencing the implementation of these practices in classrooms.MethodsTeachers participated in an online survey assessing their attitudes, subjective norm, perception of behavioral control, intention, and pedagogical practices regarding CBP, DI, or FA. Measurement models were used in structural equation models testing the TPB.ResultsIf the main relationships postulated by the theory were confirmed, some inconstancies were observed depending on the targeted practices. Structural equation TPB models controlling for gender, experience, teaching level, and socio-economic level of the school population explained between 20 and 45% of the variance in teachers’ practices, and between 65 and 75% of the variance in teachers’ intention to use these practices.DiscussionThe relevance of the TPB for studying teaching practices and implications for professional training are discussed.

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Section: Introductionmentioning

confidence: 99%

Why teachers do (or do not) implement recommended teaching practices? An application of the theory of planned behavior

Dierendonck,

Poncelet,

Tinnes-Vigne

2024

Front. Psychol.

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Examine the Impact of Contextual, Personal, and Behavioral Factors on High School Teachers’ Engagement in Teaching Science Using an Integrated STEM Approach

Sokha

2024

Int J of Sci and Math Educ

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Teachers’ self-efficacy, attitude, and engagement are influenced by various factors, encompassing personal, school contextual, and behavioral aspects. Nevertheless, prior studies have not thoroughly explored the intricate relationship between teachers’ self-efficacy, attitudes, and engagement, particularly in the context of teaching science through an integrated STEM approach (ISTEMA). Drawing upon the Social Cognitive Theory and the Theory of Planned Behavior, this study proposes a structural equation model that incorporates school contextual factors: school administrative support and peer or collegial support, along with the personal factor—teachers’ STEM discipline knowledge to predict teachers’ self-efficacy in teaching science through ISTEMA. It also considers school administrative support and teachers’ self-efficacy to teach science through an ISTEMA as predictors for teachers’ attitudes and engagement in the implementation of ISTEMA. Additionally, school administrative support, teachers’ self-efficacy to teach science through ISTEMA, and teachers’ attitude to teach science through ISTEMA are regarded as behavioral factors that predict engagement in the implementation of ISTEMA. The survey was administered to 452 high school teachers hailing from four distinct regions and Phnom Penh City, Cambodia. The results of the full structural equation modeling (SEM) analysis revealed that changes in teachers’ STEM discipline knowledge and peer or collegial support may correspondingly lead to changes in teachers’ self-efficacy to teach science through an ISTEMA (SE), with an indirect effect of school administrative support (AD) on SE via teachers’ STEM discipline knowledge. The enhancement of SE and teachers’ attitude to teach science through an ISTEMA (ATT) significantly influences teachers’ engagement to teach science through an ISTEMA (EGG), whereas AD has a direct impact on engagement and an indirect one via teachers’ self-efficacy and attitude. Furthermore, SE directly and indirectly affects engagement through teachers’ attitude. These findings hold profound significance in shaping policies related to teacher training in integrated STEM education and theoretical foundation for future studies.

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Identifying Cambodian teachers' concerns about including students with disabilities in regular classrooms: Evidence from a nationwide survey

Pov,

Kawai,

Matsumiya

2024

Research in Spec Educ Needs

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This study examined teachers' concerns about including students with disabilities (SWDs) in regular classrooms and identified the background variables that were significantly associated with their concerns. A total of 1008 primary school teachers from 236 schools across all 25 provinces and cities in Cambodia participated in the study. The Concern about Inclusive Education Scale (CIES) was used as a research instrument. Descriptive statistics, a principal component analysis, reliability tests, Pearson correlation coefficients and a multiple regression analysis were used for data analysis. The result of the principal component analysis confirmed a four‐factor model for the CIES. The study found that Cambodian teachers had high levels of concern about including SWDs in regular classrooms. They expressed the deepest concerns about the inadequate availability of special education instructional materials and teaching aids, the lack of knowledge and skills required to teach SWDs, the increased workloads and the challenges of providing equal attention to all students. The experience of inclusive education training, years of teaching in regular classrooms, and experience of teaching SWDs were significantly associated with their concerns about inclusion. The findings were discussed with practical implications for improved policy and practice to address Cambodian teachers' concerns and promote their inclusive practices.

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Factors explaining teachers’ intention to implement inclusive practices in the classroom: Indications based on the theory of planned behaviour

Cited by 6 publications

References 29 publications

Why teachers do (or do not) implement recommended teaching practices? An application of the theory of planned behavior

Why teachers do (or do not) implement recommended teaching practices? An application of the theory of planned behavior

Examine the Impact of Contextual, Personal, and Behavioral Factors on High School Teachers’ Engagement in Teaching Science Using an Integrated STEM Approach

Identifying Cambodian teachers' concerns about including students with disabilities in regular classrooms: Evidence from a nationwide survey

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