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

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

Research output: Contribution to journalArticlepeer-review

29 Citations (Scopus)

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.

Original languageEnglish
Pages (from-to)673-691
Number of pages19
JournalEuropean Journal of Psychology of Education
Volume36
Issue number3
DOIs
Publication statusPublished - Sept 2021
Externally publishedYes

Keywords

  • Diversity
  • Ghana
  • Inclusive education
  • Students with disabilities
  • Teachers

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

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