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Attitudes and self-efficacy as significant predictors of intention of secondary school teachers towards the implementation of inclusive education in Ghana

journal contribution
posted on 2023-05-20, 19:52 authored by Opoku, MP, Monica CuskellyMonica Cuskelly, Scott PedersenScott Pedersen, Rayner, CS
The intention of teachers towards adopting inclusive practices is vital to determining teaching behaviour in classrooms. Although some previous studies have reported that variables such as attitudes, subjective norms and self-efficacy combine to predict intention of teachers, such studies are sparse in sub-Saharan Africa and mainly limited to primary school teachers. In this study, the Theory of Planned Behaviour (TPB) was adopted as a framework to study the predictors of intentions of teachers towards inclusive education in secondary schools in Ghana. Four scales, developed to reflect the elements of TPB, were used to collect data from 457 secondary school teachers. Only the two determinants, attitude and self-efficacy, combined to significantly predict the intention of teachers towards practising inclusive education. Interestingly, there was no relationship between subjective norms and intention towards inclusive education. The need for teacher educators to prioritise the two variables, in attempt to promote inclusive practices in secondary schools in Ghana, is also discussed.


Publication title

European Journal of Psychology of Education








Faculty of Education


Inst Superior Psicologia Aplicada

Place of publication

Rua Jardim Do Tabaco, 34, Lisboa, Portugal, 1149-041

Rights statement

Copyright 2020 Instituto Universitário de Ciências Psicológicas, Sociais e da Vida

Repository Status

  • Restricted

Socio-economic Objectives

Inclusive education

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