Predictors of primary schoolteachers’ behavioural intention to teach students demonstrating inappropriate behaviour in regular classrooms

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Abstract

This study examined the relationships between primary schoolteachers’ attitudes, efficacy beliefs and perceived support and their behavioural intentions in regard to teaching students who display inappropriate behaviour in regular classrooms. Ajzen’s Theory of Planned Behaviour (TPB) was used to guide the conceptual framework of the study. A total of 1090 teachers from 263 government primary schools located in urban, suburban and rural areas of one educational region of Bangladesh were surveyed. Hierarchical regression was utilized to analyse data. Results revealed that attitudes and efficacy beliefs were significant predictors of teachers’ behavioural intentions in teaching students who exhibit inappropriate behaviour. The three predictive variables (attitudes, efficacy beliefs and perceived support) accounted for 59% of the variance in teachers’ intentions. The findings of the study indicate possible implications for policymakers and teacher educators in Bangladesh.

Original languageEnglish
Pages (from-to)495-514
Number of pages20
JournalCambridge Journal of Education
Volume48
Issue number4
DOIs
Publication statusPublished - 4 Jul 2018

Keywords

  • efficacy
  • Inappropriate student behaviour
  • intention
  • perceived support
  • predictors
  • teachers’ attitudes

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