Actions Speak Louder Than Words: Subjective Norms and Teachers’ Intentions to Practise Inclusive Education

Abstract While the theory of planned behaviour identifies subjective norms as a key determinant of behavioural intention, empirical research has been limited by narrow conceptualisations and measurement approaches. This study addresses these gaps by reconceptualising subjective norms as comprising two distinct components: normative beliefs (NB), which capture individuals’ perceptions of what significant others approve or expect, and motivation to comply (MC), which reflects the influence of others’ observable behaviours and the perceived social pressure to conform to them. Drawing on data from 597 elementary school teachers in a second-tier city on China’s southeast coast, this study develops and validates the Subjective Norms for Inclusive Education scale to assess how social referents influence teachers’ intentions to adopt inclusive practices. Results from multiple regression analyses reveal that MC significantly predicts teachers’ behavioural intentions, whereas NB does not. These findings suggest that teachers are more strongly influenced by the inclusive behaviours demonstrated by their colleagues, leaders, and other stakeholders than by their verbal expectations or beliefs. This highlights the critical role of modelling in professional learning and policy implementation, emphasising that visible, inclusive actions are more effective than abstract endorsements in promoting inclusive education.