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Applying the theory of planned behaviour in assessments of teachers’ intentions towards practicing inclusive education: a scoping review

Opoku, MP, Cuskelly, M ORCID: 0000-0001-9986-9985, Pedersen, SJ ORCID: 0000-0002-8566-7693 and Rayner, CS ORCID: 0000-0001-6335-6379 2020 , 'Applying the theory of planned behaviour in assessments of teachers’ intentions towards practicing inclusive education: a scoping review' , European Journal of Special Needs Education , doi: 10.1080/08856257.2020.1779979.

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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.

Item Type: Article
Authors/Creators:Opoku, MP and Cuskelly, M and Pedersen, SJ and Rayner, CS
Keywords: inclusive education, disability, theory of planned behaviour, Ghana
Journal or Publication Title: European Journal of Special Needs Education
Publisher: Routledge
ISSN: 0885-6257
DOI / ID Number: 10.1080/08856257.2020.1779979
Copyright Information:

Copyright 2020 Informa UK Limited, trading as Taylor & Francis Group

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