University pathway teachers’ salient beliefs of inclusive education: an elicitation study of the Theory of Planned Behaviour

Figures & data

Figure 1. Graphic representation of the Theory of Planned Behaviour (simplified from Ajzen, n.d.).

Table 1. Interview schedule (extracted).

Behavioural beliefs

What do you see as advantages/disadvantages of including students with disabilities?

Normative beliefs

Who are the individuals or groups that would approve/disapprove you to include students with disabilities?

Control beliefs

What factors or circumstances would make it easy or enable/hard or prevent you to include students with disabilities?

Table 2. Participants’ personal and professional details.

	Gender	University Pathway Provider	Teaching Area(s)	Years of Teaching Experience in University Pathway Settings
UPT1	F	A	Academic English	5
UPT2	M	B	Information Literacy and Research Skills	4
UPT3	M	C	Arts and Business	7
UPT4	M	D	Science	2
UPT5	M	E	Creative Arts	3
UPT6	F	E	Academic English	20+
UPT7	F	E	Media and Communication Studies	2
UPT8	F	E	Media and Communication Studies	20+
UPT9	M	E	Performing Arts	15+
UPT10	M	E	Mathematics	20+

Figure 2. Graphic representation of the data analysis process.

Table 3. Salient behavioural beliefs (^# denotes a negative belief).

	Number of Respondents	Frequency	Cumulative Frequency	Cumulative Percentage
Behavioural beliefs (total = 89)
Teacher’s positive feelings and experience	10	17	17	19.1%
^# Extra time and work involved	8	17	34	38.2%
Student progression	7	13	47	52.8%
Improving other students’ acceptance of diversity	7	10	57	64.0%
Creating positive feelings and experience for students with disabilities	4	9	66	74.1%
Equity and human rights of students with disabilities	3	5	71	79.8%

Table 4. Salient normative beliefs (^# denotes a negative belief).

	Number of Respondents	Frequency	Cumulative Frequency	Cumulative Percentage
Normative beliefs (total = 68)
College / university leaders	10	20	20	29.4%
Teaching colleagues	10	15	35	51.5%
Non-teaching personnel	9	12	47	69.1%
^# Other students without disabilities	4	5	52	76.4%

Table 5. Salient control beliefs (^# denotes a negative belief).

	Number of Respondents	Frequency	Cumulative Frequency	Cumulative Percentage
Control beliefs (total = 143)
In-service training and/or professional development	8	23	23	15.4%
Access to internal information related to the students with disabilities	8	19	42	28.7%
Human resources	7	19	61	42.0%
Flexibility	7	19	80	54.5%
^# Online teaching and/or delivery	7	10	90	61.5%
Proper arrangement made by the college and/or university	5	10	100	68.5%
^# Large class size	5	8	108	75.5%

Ajzen, I. (n.d.). Constructing a theory of planned behaviour questionnaire [PDF document]. Retrieved February 22, 2020 from https://people.umass.edu/aizen/pdf/tpb.measurement.pdf

 Google Scholar