Applying the theory of planned behaviour in assessments of teachers’ intentions towards practicing inclusive education: a scoping review

Maxwell Peprah Opoku, Monica Cuskelly, Scott J. Pedersen, Christopher S. Rayner

Research output: Contribution to journalArticlepeer-review

46 Citations (Scopus)

Abstract

The theory of planned behaviour (TPB) captures important individual beliefs (attitudes, subjective norms and perceived behaviour control), which influence people’s intentions towards performing a given behaviour. Due to the successful application of TPB to a number of areas of human activity, it has been adopted as a framework in a number of studies assessing teachers’ intentions towards implementing inclusive education. However, little work has been done to synthesise these studies. In this study, we reviewed published studies on inclusive education (2007 to 2019), which used the TPB as a framework to understand reporting trends and identify research gaps. We followed the guidelines for the preferred reporting items for systematic reviews and meta-analyses (PRISMA). Five keywords were used to search for studies in nine databases, which resulted in the identification of 604 papers, of which 22 satisfied the pre-set inclusion and quality assessment criteria. Although the findings from some studies confirm the ability of TPB to predict teachers’ intentions, the link between the predictors and actual behaviour was unclear. Moreover, there was divergence between the findings of the qualitative and quantitative studies. Limitations, recommendations for future studies and implications for inclusive practice are discussed.

Original languageEnglish
Pages (from-to)577-592
Number of pages16
JournalEuropean Journal of Special Needs Education
Volume36
Issue number4
DOIs
Publication statusPublished - 2021
Externally publishedYes

Keywords

  • behaviour
  • Inclusive education
  • intentions
  • scoping review
  • teachers
  • theory of planned behaviour

ASJC Scopus subject areas

  • Education
  • Health Professions (miscellaneous)
  • Developmental and Educational Psychology

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