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

Abstract

AbstractThis 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.