Predictors of primary schoolteachers’ behavioural intention to teach students demonstrating inappropriate behaviour in regular classrooms

The role of primary school teachers’ attitudes and self‐efficacy beliefs for everyday practices in inclusive classrooms – a study on the verification of the ‘Theory of Planned Behaviour’

“…However, the teachers' perceptions of the available school support did not significantly explain their intentions to teach students with challenging behaviour. The results from the study by Malak, Sharma and Deppeler (2018) are widely consistent with the findings by MacFarlane and Woolfson (2013). The two authors identified teachers' self-efficacy beliefs as well as their attitudes towards inclusive education as predictors of their intentions to teach children with social, emotional and behavioural difficulties.…”

“…Following the current state of research, we take the 'Theory of Planned Behaviour' (Ajzen, 1991) as the starting point of our study and demonstrate the determinants of primary school teachers' everyday practices in heterogeneous classrooms. Specifically, we assume, based on the findings of several studies (Ahmmed, Sharma and Deppeler, 2014;Batsiou, Bebetsos, Panteli, et al, 2008;MacFarlane and Woolfson, 2013;Malak, Sharma and Deppeler, 2018;Sch€ ule, Schriek, Besa, et al, 2016;Sharma and Jacobs, 2016;Yan and Sin, 2014), that primary school teachers' intentions regarding the implementation of inclusion are significantly predicted by their attitudes towards inclusion, their self-efficacy beliefs concerning teaching in inclusive classrooms and their perceptions of their school management's expectations.…”

“…In some studies, the 'Theory of Planned Behaviour' (Ajzen, 1991) was also only examined from some angles. For instance, teachers' intentions to cope with heterogeneity in inclusive education were investigated without considering teachers' actual behaviour (e.g., Ahmmed, Sharma and Deppeler, 2014;Batsiou, Bebetsos, Panteli, et al, 2008;Malak, Sharma and Deppeler, 2018;Sharma and Jacobs, 2016), whereas there are also studies that concentrate on teachers' behaviour without examining their intentions to handle children's individual learning capabilities in inclusive education (e.g., Kuyini and Desai, 2007).…”

“…For instance, the results from a study by Sharma and Jacobs () demonstrate that teachers’ intentions to cope with inclusive education were predicted by their attitudes towards inclusion and by their self‐efficacy beliefs. Additionally, Malak, Sharma and Deppeler () indicated positive correlations between teachers’ intentions to teach students with challenging behaviour and their efficacy beliefs concerning classroom management, their attitudes towards students’ challenging behaviour as well as their perceptions of the available school support for teaching students with challenging behaviour. Furthermore, the authors could prove that the teachers’ attitudes and self‐efficacy beliefs were significant predictors of their behavioural intentions with regard to teaching students with challenging behaviour.…”

“…This is also supported by the findings of Knauder and Koschmieder (). For instance, significant other’s expectations are operationalized by teachers’ perceptions of the school support (Ahmmed, Sharma and Deppeler, ; Malak, Sharma and Deppeler, ) or by their school principals’ support (MacFarlane and Woolfson, ). Different operationalizations of the constructs may lead to different research results in the studies.…”