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Attitudes and self-efficacy as significant predictors of intention of secondary school teachers towards the implementation of inclusive education in Ghana

Citation

Opoku, MP and Cuskelly, M and Pedersen, SJ and Rayner, CS, Attitudes and self-efficacy as significant predictors of intention of secondary school teachers towards the implementation of inclusive education in Ghana, European Journal of Psychology of Education ISSN 0256-2928 (2020) [Refereed Article]

Copyright Statement

Copyright 2020 Instituto Universitário de Ciências Psicológicas, Sociais e da Vida

DOI: doi:10.1007/s10212-020-00490-5

Abstract

The intention of teachers towards adopting inclusive practices is vital to determining teaching behaviour in classrooms. Although some previous studies have reported that variables such as attitudes, subjective norms and self-efficacy combine to predict intention of teachers, such studies are sparse in sub-Saharan Africa and mainly limited to primary school teachers. In this study, the Theory of Planned Behaviour (TPB) was adopted as a framework to study the predictors of intentions of teachers towards inclusive education in secondary schools in Ghana. Four scales, developed to reflect the elements of TPB, were used to collect data from 457 secondary school teachers. Only the two determinants, attitude and self-efficacy, combined to significantly predict the intention of teachers towards practising inclusive education. Interestingly, there was no relationship between subjective norms and intention towards inclusive education. The need for teacher educators to prioritise the two variables, in attempt to promote inclusive practices in secondary schools in Ghana, is also discussed.

Item Details

Item Type:Refereed Article
Keywords:inclusive education, disability, theory of planned behaviour, Ghana
Research Division:Education
Research Group:Specialist studies in education
Research Field:Inclusive education
Objective Division:Education and Training
Objective Group:Schools and learning environments
Objective Field:Inclusive education
UTAS Author:Opoku, MP (Mr Max Opoku)
UTAS Author:Cuskelly, M (Professor Monica Cuskelly)
UTAS Author:Pedersen, SJ (Dr Scott Pedersen)
UTAS Author:Rayner, CS (Dr Christopher Rayner)
ID Code:142115
Year Published:2020
Web of Science® Times Cited:5
Deposited By:Education
Deposited On:2020-12-14
Last Modified:2021-08-25
Downloads:0

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