Relationships Between Teachers' Attitudes, Concerns, Self‐Efficacy, Intentions, and Behavior to Include Students With Disabilities in Regular Schools in Cambodia

ABSTRACT In Cambodia, students with disabilities remain marginalized and excluded from regular education settings, leading to low attendance and primary education completion rates. These challenges highlight critical concerns about teachers' inclusive practices. This study utilized the Theory of Planned Behavior to explore how teachers' attitudes (attitudes toward inclusion), subjective norms (concerns about inclusion), perceived behavioral control (self‐efficacy for inclusive practices), and behavioral intentions shaped their actual behavior to include students with disabilities. A survey was conducted with 1008 in‐service teachers from 236 primary schools across Cambodia using the teachers' attitudes toward inclusion scale, concern about inclusive education scale, and teacher efficacy for inclusive practices. Data analysis employed a mediation analysis using structural equation modeling with the lavaan package in RStudio. The study revealed that subjective norms and perceived behavioral control significantly and directly predicted teachers' intentions to support students with disabilities. Behavioral intentions, subjective norms, and perceived behavioral control also directly predicted their actual behavior. Indirect effects showed that subjective norms and perceived behavioral control significantly predicted actual behavior through behavioral intentions. The findings highlight the importance of strengthening policy and training programs to alleviate teachers' concerns and enhance their self‐efficacy to promote inclusive practices.