Factors explaining teachers’ intention to implement inclusive practices in the classroom: Indications based on the theory of planned behaviour

In terms of inclusive school development, a question is what factors enhance successful implementation of inclusive practices. The present study applies the Theory of Planned Behaviour (TPB) as a whole and in differentiated components related to the teacher intentions to implement inclusive practices. Data were collected from 585 primary school teachers in Germany. Multi-level multivariate regression models were computed to test the correlation of attitudes, norms and perceived behavioural control with teacher intention to implement inclusion. All components investigated showed a significant relationship with teacher intention. Differentiated examination provides indications of opportunities for the development of an inclusive school system.