Understanding Teachers’ Intention and Behaviour Towards Inclusive Education in Ghana
Applying the Theory of Planned Behaviour
Datos Bibliográficos
| ID | 22048652 |
|---|---|
| Autores | Michael Amponteng (0000-0002-5914-2682, Western Sydney University, autor de correspondencia), Danielle Tracey (0000-0001-9590-9812, Western Sydney University), William Nketsia (0000-0003-0943-7981, Western Sydney University) |
| Año | 2026 |
| Volumen | 16 |
| Número | 1 |
| Páginas | 93 |
| Fecha de publicación | 2026-01-08 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | Education Sciences (JOURNAL) |
| Identificadores de la revista | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Editorial | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci16010093 |
| OpenAlex | W7119540770 |
| Idioma | EN |
| Referencias citadas | 41 |
United Nations Sustainable Development Goal 4 advocates for equitable access to and participation in quality inclusive education for all learners. Inclusive education has gained worldwide recognition for promoting equity and social justice for students with special educational needs. Although the existing literature acknowledges the significant role of teachers’ intention and behaviour towards the successful implementation of inclusive education, this area is under-researched in Sub-Saharan countries, including Ghana. In this study, applying the theory of planned behaviour (TPB), 484 teachers at pilot inclusive schools completed an online survey assessing the factors predicting their intention and teaching behaviour towards inclusive education. A path analysis of the TPB variables revealed that only attitude and self-efficacy significantly predicted the teachers’ intention to teach in inclusive classrooms. Moreover, both self-efficacy and intention were found to significantly predict inclusive behaviour. This study’s findings will strengthen the national commitment to implementing inclusive education policy and guide future research aimed at improving and expanding inclusive education in Ghana
Social justice · Theory of planned behavior · Universal design · Collaborative Teaching and Inclusion · Disability Education and Employment · Teacher Education and Leadership Studies
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| Velocidad de citación | historical |
|---|---|
| Altamente citado | No |