Inclusive education: teachers' intentions and behaviour analysed from the viewpoint of the theory of planned behaviour

The theory of planned behaviour (TPB) claims that behaviour can be predicted by behavioural intention and perceived behavioural control, while behavioural intention is a function of attitude towards the behaviour, subjective norm, and perceived behavioural control. This study aims at providing explanation and prediction of teachers' inclusive education intentions and behaviour under TPB. The main components of TPB were implemented in a survey of 841 teachers from Hong Kong schools in the context of inclusive education. The structural equation modelling results show that TPB fitted the data well (χ²/df?=?2.84; RMSEA?=?0.054; GFI?=?0.92; CFI?=?0.92; and TLI?=?0.91). Identified attributes, including teachers' attitude towards inclusive education, feeling social pressure from important others to carry out inclusive education, and confidence on professional training for involved staff, were found to exert significant predictive power on teachers' intention to implement inclusive education. This intention, together with the confidence on professional training for involved staff, predicts their actual inclusive practice. Teachers' perception of social pressure and adequacy of professional training greatly contribute to predict their intention and behaviour towards inclusive education, respectively. TPB appears to be a sound theoretical framework for understanding teachers' inclusive practice. The results have strong implications for teacher empowerment and professional training in inclusive education.     

Teaching Practice of Physical Education Teachers for Students with Special Needs: An Application of the Theory of Planned Behaviour

This study examines the teaching behavior of physical education (PE) teachers in teaching students with special needs and the factors that determine their teaching behaviour. An extended theory of planned behaviour (TPB) was utilised as the theoretical framework. Three secondary and two high school PE teachers participated in the study. Data collection consisted of systematic and non-participant observations of teaching behaviour of PE teachers, as well as semi-structured interviews on the factors that determine their behaviours. Results revealed that four of five participants interacted more verbally and less physically with students with special needs. Peer partners were used to enhance the learning of students with special needs. Only two teachers modified their instruction and equipment for students with special needs. Sometimes, teachers excluded this group of students from cooperative activities. Extended TPB components, including attitude, moral norm, affective beliefs, social norm, and perceived behaviour control, were identified to determine the intention of PE teachers to teach students with special needs and their inclusive teaching practice. The study has important implications for policy and practice of inclusive PE.     

Zur Erklärung der Teilnahme an hochschuldidaktischer Weiterbildung

In recent years, the need for didactic training in the field of higher education has become a focus of education policy. According to empirical evidence, however, only some of the university teaching staff participate in training opportunities. So far, only little empirical research has been undertaken to investigate the determinants of training intention in the area of university didactics. This article applies Ajzen’s theory of planned behavior (TPB), for the first time, to this specific context and highlights the importance of perceived behavioral control and attitude in explaining training intention. For subjective norm, however, no direct effect could be found. In addition to the TPB predictors, direct and indirect effects of previous training participation on intention as well as the effect of training context on perceived behavioral control were assessed. Adding past behavior to the model resulted in a direct effect on intention and an increase of explained variance. With regard to the question of the sufficiency of the TPB, possible explanations are discussed.     

Predicting teachers' intentions to implement school-based assessment using the theory of planned behaviour

The theory of planned behaviour (TPB) was used to explore the Hong Kong teachers' intentions to implement school-based assessment (SBA) and the predictors of those intentions. A total of 280 teachers from Hong Kong secondary schools who had been involved in SBA were surveyed. Rasch-calibrated teacher measures were calculated for each of the 6 variables – affective and instrumental attitude, subjective norm, self-efficacy, knowledge, and intention – regarding SBA. The results of hierarchical multiple regression analysis revealed that instrumental attitude and self-efficacy made significant contributions to predicting intentions to implement SBA. These 2 predictors explained 55.2% of the variance in intentions. The other 3 variables, that is, affective attitude, subject norm, and knowledge, did not have significant predictive power on the formation of intentions to implement SBA. Possible explanations and implications of the findings are discussed.     

Student self-assessment: why do they do it?

Abstract

This study explores factors that predict students’ self-assessment intentions and practices using a framework based on the Theory of Planned Behaviour (TPB). A total of 1425 Hong Kong students (Primary 4 to Secondary 3) participated in this study. Students’ intentions and practices pertaining to self-assessment and the predictors of their intentions and practices were assessed with 11 self-report scales aligned to the TPB constructs. The psychometric properties of scales were examined with Rasch analysis and the relations among the variables were investigated with path analysis based on Rasch-calibrated person measures. The results showed that attitude, subjective norms, self-efficacy, and perceived controllability were statistically significant predictors on intention to self-assess, while self-efficacy and intention had significant influence on self-assessment practice. Psychological safety was also found to have relatively weak but significant impact on both self-assessment intention and practice. This study lays a foundation for future investigations on how to promote meaningful self-assessment behaviour which is crucial for self-regulated and life-long learning.     

Alternative organisational learning therapy: An empirical case study using behaviour and U theory

This paper draws on the concept and process of deeper learning, namely the U theory (Senge, Scharmer, Jaworski, &; Flowers, 2004a). As a driver to get a deeper exploration of organisational change process, the theory of U goes beyond the interpersonal aspects of learning, instead focusing on a deeper personal generative learning that emphasizes seven capacities along the deep learning process. Corporations in Taiwan have been striving in a globalised world economy for market competitiveness through organisational learning and change and this study seeks to understand adult workers’ engagement with deep learing. Based on the theory of planned behaviour, the study investigated how personal backgrounds, attitude, perceived subject norm and perceived behavioural control affected adult workers’ intention of deeper learning using Pearson correlation and stepwise regression analysis. Data were collected from working adults (N=512) in a high tech company located in Taipei. Results showed that there was a significant positive correlation between the independent variables, namely adult workers’ attitudes, perceived social pressure, and behavioural control, and the dependent variables (i.e., the seven capacities within U theory). In addition, among three independent variables, subjective norm had the strongest predictive power on the successful diffusion of the U theory.     

Predicting pre-service teachers’ intention of implementing peer assessment for low-achieving students

Despite the benefits of peer assessment, many teachers are not willing to implement it, particularly for low-achieving students. This study used the theory of planned behaviour to predict pre-service teachers’ intention to use peer assessment for low-achieving students. A total of 229 pre-service teachers in Singapore participated in the survey which consists of eight factors about peer assessment in writing: belief of knowledge source, belief of ability, belief of constructivist assessment, attitude, subjective norm, perceived behaviour control, behavioural intention, and intention for low-achieving students. Structural equation modelling was used to test hypothesized relationships of the eight factors. This study found that pre-service teachers’ beliefs about knowledge source and constructivist assessment significantly influenced their attitude towards peer assessment of writing. In addition, the attitude and perceived behaviour control were significant factors in shaping the intention of peer assessment. Lastly, pre-service teachers’ intention of implementing peer assessment for low-achieving students was influenced by both the intention of peer assessment and the belief of ability.     

Examining civil servants’ decisions to use Web 2.0 tools for learning,based on the decomposed theory of planned behavior

The purpose of this study was to investigate the decisions of civil servants to use Web 2.0 applications while engaging in online learning. The participants were 439 civil servants enrolled in asynchronous online learning programs, using an e-learning portal provided by Taiwan's Regional Civil Service Development Institute. The participants completed a questionnaire which measured their responses to 12 constructs (perceived usefulness, perceived ease of use, compatibility, peer influence, superior influence, self-efficacy, facilitating conditions, attitude, subjective norm, perceived behavior control, behavior intention, and behavior) based on the decomposed theory of planned behavior. The research results revealed that the participants’ perceived usefulness of online learning was the strongest predictor affecting their attitude. Peer influence was also the primary factor influencing their subjective norm. The construct of self-efficacy appeared to be the most important element determining their perceived behavioral control. Also, the results of the path analysis showed that the participants’ attitude was the strongest indicator of their behavior intention to use Web 2.0 applications, followed by the perceived behavior control and subjective norm. Theoretical and practical implications and recommendations are provided based on the results of the study.     

Factors influencing entrepreneurial intentions of Chinese secondary school students: an empirical study

The ideal stage to learn about and foster positive attitudes toward entrepreneurship is believed to be during childhood and adolescence. However, most entrepreneurial studies examine college rather than secondary school students (SSS). Based on a modified theory of planned behavior (TPB), this study used stratified cluster sampling and a questionnaire to review current entrepreneurship education in secondary schools. In addition, the effects of entrepreneurship education, personal traits, and demographics on attitude, subjective norm, perceived behavioral control (PBC), and entrepreneurial intentions (EI) on 1018 SSS in China were studied. Differences, correlations, and structural equation modeling analysis indicated the following. (1) Most SSS had never received entrepreneurship education, likely resulting in lowered entrepreneurial intention and perception of entrepreneurial behavioral performance as unrealistically easy. (2) Cognitive bias existed in SSS’s perceptions of entrepreneurship, and entrepreneurial behaviors were regarded as external cause-oriented activities. (3) Gender and entrepreneurial experience of family member also influenced EI and related variables. (4) Entrepreneurship education and personal traits (locus of control and innovativeness) were significantly positive predictors of EI, and (5) their effects on EI were completely mediated by PBC. The findings supported the TPB predictions, and the results offered some implications for entrepreneurship education in Chinese secondary schools: (1) developing entrepreneurial personal traits while eliminating examination-oriented education, (2) enhancing SSS’s entrepreneurial confidence so entrepreneurial behaviors are perceived as easier and more achievable, and (3) constructing systematic entrepreneurship courses to guarantee transition from secondary to higher education.     

Intentions of science teachers to use investigative teaching methods: A test of the theory of planned behavior

The purpose of this study was to explore the utility of the theory of planned behavior for predicting the behavioral intentions of teachers enrolled in the Institute in Physical Science, an EESA, Title II program funded by the Texas Higher Education Coordinating Board. In particular, the study investigated three determinants of teachers' behavioral intentions (BI) set forth in the theory of planned behavior, namely, attitude toward the behavior (AB), subjective norm (SN), and perceived behavioral control (PBC). The behavior of interest in this study was the intention of teachers in grades 5/6 or 9/10 who were enrolled in the Institute to use 50% of the activities and investigations completed in the program with students they would teach during the next school year. Data were collected from 50 elementary and secondary teachers. Simple and hierarchical regression analyses were used to determine the relative contributions of attitude, subjective norm, and perceived behavioral control (and their interactions) to the prediction of behavioral intention. Results of this study indicated that attitude, subjective norm, and perceived behavioral control made significant contributions to the prediction of behavioral intention. Examination of the data blocked on external variables revealed attitude toward the behavior to be the single most important predictor of behavioral intention. Intent to perform the behavior appears to be totally under the control of most teachers, with little need for social support and with ample resources and sufficient opportunities available to perform the behavior.     

Academic dishonesty among Hong Kong secondary school students: application of theory of planned behaviour

The theory of planned behaviour was used to examine academic dishonesty among secondary school students in Hong Kong. Participants were 386 students in Forms 1–3 (Grades 7–9). Attitudes toward cheating, perceived behavioural control, and moral obligation were positively related to the intention to cheat, but only the subjective norm against cheating was significantly related to self-reported cheating behaviour. The subjective norm was both a predictor of self-reported cheating and a moderator of the relationship between the intention to cheat and self-reported cheating: the intention predicted the behaviour only when the subjective norm against cheating was perceived to be weak.     

BEHAVIORAL INTENTION OF TEACHERS,SCHOOL PSYCHOLOGISTS,AND COUNSELORS TO INTERVENE AND PREVENT HARASSMENT OF LGBTQ YOUTH

A national sample of educators were surveyed to identity the attitudes, beliefs, school culture, and perceived barriers that would predict whether educators would intervene to stop bias and harassment directed at lesbian, gay, bisexual, transgendered, and questioning (LGBTQ) youth in schools. The survey questionnaire was organized according to the theory of planned behavior (TpB), a theoretical model linking attitudes to behavior. A sample of 968 teachers, school psychologists, and school counselors participated. Factor analysis indicated that the three TpB components (attitude, subjective norm, and perceived behavioral control) accurately predicted behavioral intention to advocate for LGBTQ youth. Path analysis supported the components of TpB in predicting behavioral intention, accounting for 21% of the variance. The path coefficients linking attitudes and subjective norm to behavioral intention were particularly robust and less so for perceived behavioral control. Implications for intervention and training of school personnel to improve advocacy for LGBTQ youth and reduce bias and harassment are discussed.     

Computer-based course evaluation: an extended technology acceptance model

This study explored the antecedents of students’ intention to participate in computer-based course evaluation. The study proposed an extended Technology Acceptance Model (TAM) that integrated subjective norm and perceived relevance into TAM. Based on the responses from 149 business school students in Macao, the study identified the direct and indirect effects of subjective norm and perceived relevance on perceived ease of use, perceived usefulness and students’ intention to participate in computer-based course evaluation. The results of structural equation modelling showed that subjective norm had a positive, strong and significant effect on perceived relevance that in turn affected perceived ease of use and perceived usefulness. Besides, subjective norm and perceived usefulness had direct effects on students’ intention to participate in computer-based course evaluation. Thus, subjective norm played a major role in affecting Chinese students’ participation in course evaluation.     

中小学英语教师在线教学行为意向及影响因素

基于计划行为理论,采用问卷调查法探究中小学英语教师在线教学行为意向以及相关影响因素.通过相关分析和回归分析,得出以下结论:行为态度、主观规范、知觉行为控制与在线教学行为意向均存在正相关关系;行为态度、知觉行为控制均能显著预测在线教学行为意向;主观规范对在线教学行为意向的预测不显著.研究表明:当教师对在线教学持积极的态度...     

Principals' and teachers' attitudes and knowledge of inclusive education as predictors of effective teaching practices in Ghana

Surveys and observations were undertaken in selected primary schools in Ghana to determine whether principals' and teachers' attitudes towards and knowledge of inclusive education, as well as principals' expectations of teachers in implementing inclusion, were predictors of effective teaching practices in their classrooms. The sample of 128 educators (20 principals and 108 teachers) drawn from 20 primary schools in two districts, were required to respond to questionnaire measures of Attitude Towards Inclusive Education Scale (ATIES), Knowledge of Inclusive Education Scale (KIES) and Principals' Expectations Scale (PES). Of the total number of teachers ( N  = 108), 37 were observed during instructional delivery in their classrooms. The data were analysed by a variety of statistical procedures including Regression Analysis and Discriminant Function Analysis. In the context of the Theory of Planned Behaviour (Ajzen, 1985), the results showed that whilst attitudes towards inclusion (attitude element) and knowledge of inclusion (perceived behavioural control element) predicted effective teaching practices, principals' expectations (subjective norm) did not. Implications for the implementation of effective inclusive practices in Ghanaian schools and the need for future research are discussed.     

Examining the role of technology-related policy and constructivist teaching belief on English teachers’ technology acceptance: A study in Chinese universities

This large scale study investigated the influences that technology-related policies and teachers’ constructivist teaching beliefs have on their intention to use technology in Chinese universities. Data were collected from 696 English teachers working in 59 Chinese universities. Five variables (subjective norm, constructivist teaching belief, perceived importance of policy, computer self-efficacy and voluntariness) were examined in this study. Results indicated that perceived importance of policy, constructivist teaching beliefs and subjective norm were significant antecedents of perceived usefulness. The relationship between subjective norm and teachers’ intentions to use technology was moderated by voluntariness. Besides perceived usefulness, perceived ease of use also had significantly influenced English teachers’ behavioural intention. Overall, the research model explained 69% of variance of teachers’ intentions to use technology. This study has the potential to enrich our understanding of technology acceptance in teaching by contextualising the study in the rarely researched English teaching context in Chinese universities. The findings from this study also provide suggestions for policy makers and teacher educators.     

Examining the influence of subjective norm and facilitating conditions on the intention to use technology among pre-service teachers: a structural equation modeling of an extended technology acceptance model

This study examined pre-service teachers’ self-reported behavioral intentions to use technology. Three hundred and fourteen participants completed a survey questionnaire measuring their responses to six constructs from a research model that extends the technology acceptance model (TAM) by including facilitating conditions and subjective norm. Structural equation modeling was used as the main technique for data analysis. This study contributes to the growing interests in using information science models to explain intention to use technology in educational contexts. The results of this study showed that the TAM constructs were significant in explaining pre-service teachers’ intention to use technology. Although facilitating conditions and subjective norm had significant effects on behavioral intention to use technology, they were mediated by attitude toward usage, perceived usefulness, and perceived ease of use. Overall, this study indicated the TAM has sufficient explanatory powers to explain pre-service teachers’ intention to use technology in an educational environment.     

香港在校大学生来内地求学的行为意向研究——基于计划行为理论的解释框架

随着我国综合国力和国际竞争力的不断提升,香港与内地在教育交流方面日益频繁,来内地高校求学的香港在校大学生数量逐年上升。文章基于计划行为理论,采用结构方程模型对香港8所公立高校在校大学生来内地求学的行为态度、主观规范、感知行为控制等三个因素进行定量分析。结果显示,三个因素对香港在校大学生来内地高校求学的行为意向均具有显著影响,其中,行为态度对行为意向的影响最大,其次是感知行为控制,主观规范影响最小。基于研究结果,提出提升内地高校质量和国际声誉、改革教学模式、重视对香港在校大学生的招生宣传、创造良好香港在校大学生毕业就业环境等对策建议。     

Teacher attitudes and behavior toward the inclusion of children with social,emotional and behavioral difficulties in mainstream schools: An application of the theory of planned behavior

The Theory of Planned Behavior (TPB) was used to examine relationships between teacher attitudes and behavior toward children with social, emotional and behavioral difficulties (SEBD). One hundred and eleven elementary school teachers completed questionnaires. Teacher perception of their school principals' expectations (subjective norm) predicted teacher behaviors. Teachers who had attended more in-service training (INSET) sessions held more positive feelings, but teachers with more experience were less willing to work with children with SEBD. Findings suggest that school principals have a central role in promoting an inclusive ethos within their schools. INSET could focus more on challenging beliefs.