Applying the theory of planned behaviour to examine teachers' intentions to teach in inclusive classrooms and their inclusive practices

Abstract Given the vital role of teachers in inclusive education, there has been growing interest in teacher‐related factors that influence their intentions to teach in inclusive classrooms and their inclusive practices. Based on Ajzen's theory of planned behaviour, we investigated the relationship between teachers’ affective attitudes towards inclusive education, subjective norms about inclusive practices, self‐efficacy beliefs, intentions to teach in inclusive classrooms and their inclusive practices within the same structural model. This study specifically focuses on two domains of inclusive practices: personalised instructional practices and collaboration and assessment practices. Using a sample of 695 Finnish basic education teachers, the structural equation modelling results revealed that in both domains, teachers’ affective attitudes towards inclusive education, subjective norms about inclusive practices and self‐efficacy for inclusive practices were significantly related to their intentions to teach in inclusive classrooms. These intentions were significantly linked to teachers’ self‐reported inclusive practices in these domains. Intentions mediated the indirect effect of affective attitudes towards inclusive education and subjective norms on inclusive practices. The mediating role of intentions in the indirect effect of self‐efficacy beliefs on inclusive practices varied across domains. While intentions partially mediated the indirect effect of self‐efficacy for instructional strategies on personalised instructional practices, they fully mediated the indirect effect of self‐efficacy for collaboration on collaboration and assessment practices. These findings have significant implications for enriching teacher training in inclusive education, enhancing educational practices in schools, and shaping future policies on inclusive education.