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Variables affecting teachers’ intentions to include students with disabilities in regular primary schools in Bangladesh.
- Source :
- Disability & Society; Mar2014, Vol. 29 Issue 2, p317-331, 15p
- Publication Year :
- 2014
-
Abstract
- This paper presents an overview of a study conducted to examine the influence of teacher attitudes, teacher efficacy and perceived school support on teachers’ intentions to include students with disabilities in government primary schools in a region of Bangladesh. All of the variables were conceptualized within the Theory of Planned Behaviour. The participants in the study were 1387 in-service teachers drawn from government primary schools located in urban, semi-urban and rural sectors of Dhaka. Hierarchical regression analysis revealed that all three Theory of Planned Behaviour variables (teacher attitudes, teacher efficacy and perceived school support) explained 40% of the variance in teachers’ intentions to include students with a disability in regular classrooms. This paper describes the process for conceptualizing the variables, discusses the methodology and presents the outcomes concluding with implications for educational policy reform and practices in Bangladesh. Areas for further research are also identified. [ABSTRACT FROM PUBLISHER]
- Subjects :
- PRIMARY education
MAINSTREAMING in special education
CONCEPTUAL structures
STATISTICAL correlation
ELEMENTARY schools
STUDENTS with disabilities
INTENTION
QUESTIONNAIRES
REGRESSION analysis
RESEARCH evaluation
SCALE analysis (Psychology)
PLANNED behavior theory
COLLEGE teacher attitudes
DESCRIPTIVE statistics
PSYCHOLOGY
Subjects
Details
- Language :
- English
- ISSN :
- 09687599
- Volume :
- 29
- Issue :
- 2
- Database :
- Complementary Index
- Journal :
- Disability & Society
- Publication Type :
- Academic Journal
- Accession number :
- 93877808
- Full Text :
- https://doi.org/10.1080/09687599.2013.796878