Examining the complex connections between teacher attitudes, intentions, behaviors, and competencies of SEN students in inclusive education

Examining the complex connections between teacher attitudes, intentions, behaviors, and competencies of SEN students in inclusive education

• Yang, Lan The Education University of Hong Kong
• Pang, Feifan The Education University of Hong Kong
• Sin, Kuen Fung Kenneth The Education University of Hong Kong

Teaching and Teacher Education, 144, 2024

Elsevier

2024

• E Special Education
  • EG Inclusive Education

Inclusive Education Teacher IE Attitudes IE Intentions IE Behaviors SEN Students’ Competencies

• Hong Kong

• 1997.7 onwards

• Primary Education

• View Full Text 全文連結

Based on the Theory of Planned Behavior, we explored the impact of 498 primary school teachers in Hong Kong on the competences of students with special educational needs (SEN). We found that their attitudes, control beliefs, and subjective norms about inclusive education (IE) significantly influenced their IE intentions, and subsequently their behaviors. Intentions and behaviors mediated the effect on the social and academic competencies of SEN students. Our findings, consistent across nine different SEN types, have highlighted the role of fostering positive teacher dispositions and reinforcing IE intentions and behaviors through training and peer support networks, facilitating effective IE implementation. Copyright © 2024 The Authors.

• English

Journal Articles

• 0742051X

• 10.1016/j.tate.2024.104595

https://bibliography.lib.eduhk.hk/bibs/830aba16

2024-10-09