基于计划行为理论的普通学校教师融合教育行为意向研究

Regular School Teachers'Intentions towards Practicing Inclusive Education:A Study Based on the Theory of Planned Behavior

以新疆512名普校教师为研究对象,将计划行为理论(TPB)模型运用于融合教师研究领域,旨在了解和预测教师针对残疾儿童开展融合教育行为的概率与影响因素。研究发现接纳态度、主观规范和融合效能均能显著预测融合意向,融合效能在主观规范与融合意向间起调节作用。进一步加入拓展变量后显示,集体效能显著预测融合意向,并在主观规范与融合意向间起调节和部分中介作用;而专业知识在接纳态度、融合效能与融合意向间产生调节作用。综上,未来可从树立融合教育理念、培养融合教育素养以及创设融合教育氛围三个方面,提升普通教师的融合教育行为。

The Theory of Planned Behavior(TPB)model was applied to 512 regular school teachers in Xinjiang in order to understand and predict the probability and factors influencing teachers'behaviors of teaching children with disabilities.The study revealed acceptance attitude,subjective norms and teachers'self-efficacy can effectively predict teachers'intentions.The modified model revealed that teachers'self-efficacy plays a moderating role between subjective norms and intentions.The extended model showes that collective efficacy can significantly predict the intention,and play a moderating and partial mediating role between subjective norms and intention;professional knowledge has a moderating effect on the acceptance attitude,teachers'self-efficacy and intention.To ensure success in the future,efforts can be made to improve the inclusive education behavior of ordinary teachers in three ways:establishing the concept of inclusive education,developing inclusive education literacy,and enhancing the ambience of inclusive education.