Predicting in-service educators' intentions to teach in inclusive classrooms in India and Australia

This article examines intentions of in-service teachers from India (n ¼ 349) and Australia (n ¼ 253) to teach in inclusive classrooms using the theory of planned behavior (TPB). Two new scales were developed to measure participants' attitudes and intentions to teach in inclusive classrooms. Results revealed
that a) both scales are reliable and valid, and b) intention to teach in inclusive classrooms is significantly and positively influenced by efficacy and attitude scores. The importance of the cultural contexts of the educational system investigated highlighted the way in which attitudes and teaching efficacy influenced
participants' intentions differed slightly across the two samples.