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Teachers' attitudes, self-efficacy, and subjective norm influence the realization of inclusive education. Recent educational changes in Germany may have affected these variables and their influence on behavioral intentions. Applying the Theory of Planned Behavior, this study examines how teachers' inclusive intentions and their predictors have evolved over eight years. We analyzed two samples of German teachers from 2014 (N = 211) and 2022 (N = 311) and performed a competitive test of hypotheses with different change patterns according to the information-theoretic approach. Results show that teachers' subjective norm increased and that teachers' self-efficacy predicts their intentions more strongly in 2022.
Mentel et al. (Mon,) studied this question.