This study investigated teachers' intentions to adopt inclusive teaching practices along with factors affecting teachers' intentions to implement inclusive practices. According to the theory of planned behaviour, an individual's intention can be predicted by their attitudes, subjective norms and perceived behavioural control. Using convenience and snowball sampling, 1110 Hong Kong primary and secondary teachers were recruited to complete a 5-part questionnaire for the study. The results show that teachers' intentions were moderate – that is, teachers were somewhat likely to adopt inclusive teaching practices for students with disabilities. Teachers' attitudes (beliefs and feelings), perceived support needs related to expert guidance and teacher self-efficacy (in inclusive instructions, managing behaviour and collaboration) significantly influenced their intentions to use inclusive classroom practices for students with disabilities. The findings of this study provide clear implications to policymakers and teacher-education providers to address teachers' needs and promote the practices of inclusive education. Copyright © 2023 The Authors.

Currently, the challenges deriving from the complex and dynamic socio-political context in Hong Kong influence principals’ and teachers’ relationships and interactions. Academic autonomy in Hong Kong secondary schools is not simply granted by the principals, it is influenced by the society, school conditions and key stakeholders. This study employed qualitative methods to examine how principals negotiate the political context surrounding citizenship education and how these practices influence the civic learning in schools. The results revealed that in school citizenship education, when principals lacked a clear vision of citizenship education, most teachers were compliant and avoided discussing controversial political topics with their students. Such teachers had less autonomy and consequently less self-efficacy. When principals mediated the diverse needs of students and balanced the different expectations of school stakeholders, there were both compliant and critical teachers. Teacher autonomy and self-efficacy were also affected by the current socio-political context in Hong Kong. When principals had a clear school civic mission, the results differed across schools. These findings suggest that principals have to reflect on their own understanding of the purposes and perspectives of citizenship education significantly to meet the multiple demands of a complicated and turbulent socio-political environment. Copyright © 2020 The Author(s).