Examining the complex connections between teacher attitudes, intentions, behaviors, and competencies of SEN students in inclusive education

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Abstract

Based on the Theory of Planned Behavior, we explored the impact of 498 primary school teachers in Hong Kong on the competences of students with special educational needs (SEN). We found that their attitudes, control beliefs, and subjective norms about inclusive education (IE) significantly influenced their IE intentions, and subsequently their behaviors. Intentions and behaviors mediated the effect on the social and academic competencies of SEN students. Our findings, consistent across nine different SEN types, have highlighted the role of fostering positive teacher dispositions and reinforcing IE intentions and behaviors through training and peer support networks, facilitating effective IE implementation. Copyright © 2024 The Authors.

Original languageEnglish
Article number104595
JournalTeaching and Teacher Education
Volume144
Early online dateApr 2024
DOIs
Publication statusE-pub ahead of print - Apr 2024

Citation

Yang, L., Pang, F., & Sin, K. F. (2024). Examining the complex connections between teacher attitudes, intentions, behaviors, and competencies of SEN students in inclusive education. Teaching and Teacher Education, 144, Article 104595. https://doi.org/10.1016/j.tate.2024.104595

Keywords

  • Inclusive education
  • Teacher IE attitudes
  • IE intentions
  • IE behaviors
  • SEN students’ competencies

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