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.

中文翻译：

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态度和自我效能感是加纳中学教师实施全纳教育意愿的重要预测因素

教师采用包容性实践的意图对于确定课堂教学行为至关重要。尽管之前的一些研究报告了态度、主观规范和自我效能感等变量共同预测教师的意愿，但此类研究在撒哈拉以南非洲地区很少，主要限于小学教师。在这项研究中，计划行为理论（TPB）被用作研究加纳中学教师对全纳教育意图的预测因素的框架。为反映 TPB 要素而开发的四个量表用于收集 457 名中学教师的数据。只有态度和自我效能这两个决定因素结合起来才能显着预测教师实施全纳教育的意愿。有趣的是，主观规范与全纳教育意向之间没有关系。还讨论了教师教育工作者优先考虑这两个变量的必要性，以试图促进加纳中学的包容性实践。