Abstract
The Theory of Planned Behavior (TPB) was used to examine relationships between teacher attitudes and behavior towards children with social, emotional and behavioral difficulties (SEBD). One hundred and eleven elementary school teachers completed questionnaires. Teacher perception of their school principal’s 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.
| Original language | English |
|---|---|
| Pages (from-to) | 46-52 |
| Number of pages | 7 |
| Journal | Teaching and Teacher Education |
| Volume | 29 |
| Early online date | 20 Sep 2012 |
| DOIs | |
| Publication status | Published - 31 Jan 2013 |
Keywords
- teacher education
- teacher attitudes
- behavioral difficulties
- theory of planned behavior
- inclusion
- mainstream schools
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MacFarlane, K., & Woolfson, L. M. (2013). 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. Teaching and Teacher Education, 29, 46-52. https://doi.org/10.1016/j.tate.2012.08.006