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 |
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| Institution: | 1. TU Dortmund University, Department of Sport and Sport Science, Germany;2. University of Potsdam, Sport and Exercise Psychology, Germany;1. Université du Québec à Montréal, 100 Sherbrooke E Street, Montréal H2X 1C3, Canada;2. The Pennsylvania State University – Berks, Reading, State College, PA 16801, United States;1. University of Zurich, Department of Educational Sciences, Freiestrasse 36, 8032 Zürich, Switzerland;2. University of Teacher Education of the CantonVaud, Avenue de Cour 33, 1014 Lausanne, Switzerland |
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| Abstract: | 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. |
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