Abstract:

We know, based on the theory of planned behaviour that attitudes, self-efficacy and subjective norm are the basis of certain behaviour, mediated by intention but we do not know much about the relationship between them in the case of pre-service teachers. Therefore the aim of this study is to explore whether pre-service teachers’ attitudes, self-efficacy and subjective norm each predict behaviour, mediated by behavioural intention. The main components of theory of planned behaviour (TPB) were implemented in an online questionnaire to which 156 pre-service teachers participated. The structural equation modelling results show that TPB fitted the data well and showed that teachers’ attitude towards inclusive education and perceived behavioural control (self-efficacy) were found to exert significant predictive power on teachers’ intention to implement inclusive education. This intention, together with the perceived behavioural control, predicts their actual inclusive practice. Analysis of variance (ANOVA) revealed that teachers who have the experience of teaching a child with a disability seemed to do better at every factor of the theory of planned behaviour. In conclusion, our study emphasizes that it is important to take a closer look at teacher training programs and to focus on an infusion model where diversity is embedded in all courses and where experience with children with disabilities is encouraged.

Keywords:

Higher education, inclusion, theory of planned behaviour, infusion.