Exploring the intentions and practices of principals regarding inclusive education: An application of the Theory of Planned Behaviour

Exploring the intentions and practices of principals regarding inclusive education: An application of the Theory of Planned Behaviour

• Yan, Zi Dept. of Curriculum and Instruction, Hong Kong Institute of Education
• Sin, Kuen Fung Dept. of Special Education and Counselling, Hong Kong Institute of Education

Cambridge Journal of Education, 1-17, 2014

Routledge

2014

• E 特殊教育
  • EG 融合教育

Inclusive Education Rasch Measurement Theory of Planned Behaviour Principal Path Analysis

• Hong Kong

• 1997.7 onwards

• 未指定或無法歸類

This study aimed at providing explanation and prediction of principals' inclusive education intentions and practices under the framework of the Theory of Planned Behaviour (TPB). A sample of 209 principals from Hong Kong schools was surveyed using five scales that were developed to assess the five components of TPB: attitude, subjective norm, perceived behaviour control, intention, and behaviour. Rasch analysis was utilised to examine the psychometric quality of the scales and generate principals' measures, which were subsequently subjected to path analysis to investigate the relationships among the five components. The results revealed a good model-data fit. Principals' attitude and perceived subjective norm were strong and significant predictors of their intention to implement inclusive education. The predictive power of perceived behaviour control on intention was not significant. Intention and perceived behaviour control were found to have significant predictive power for principals' reported inclusive practice. The implications of the findings are discussed.
[Copyright of Cambridge Journal of Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/0305764X.2014.934203]

• 英文

期刊論文

• 0305764X

• 10.1080/0305764X.2014.934203

https://bibliography.lib.eduhk.hk/tc/bibs/ac90847a

2014-10-22