Impact of Psychological Factors, University Environment and Sustainable Behaviour on Teachers' Intention to Incorporate Inclusive Education in Higher Education

Autor/inn/en	Bodhi, Rahul; Singh, Tripti; Joshi, Yatish; Sangroya, Deepak
Titel	Impact of Psychological Factors, University Environment and Sustainable Behaviour on Teachers' Intention to Incorporate Inclusive Education in Higher Education
Quelle	In: International Journal of Educational Management, 36 (2022) 4, S.381-396 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bodhi, Rahul)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-354X
DOI	10.1108/IJEM-02-2020-0113
Schlagwörter	College Environment; Sustainability; Teacher Behavior; Higher Education; Inclusion; Foreign Countries; College Faculty; Teacher Attitudes; Religious Factors; Self Efficacy; India + Suchen Sie Ihr Suchwort? Hochschulumwelt; Nachhaltigkeit; Teacher behaviour; Lehrerverhalten; Hochschulbildung; Hochschulsystem; Hochschulwesen; Inklusion; Ausland; Fakultät; Self-efficacy; Selbstwirksamkeit; Indien
Abstract	Purpose: The current study examines the impact of various psychological factors, university environment and sustainable behaviour on teachers' intention to incorporate inclusive education in higher education. Design/methodology/approach: A cross-sectional survey was conducted to collect data from 204 academicians and scholars from India. Structural equation modelling (SEM) was employed to examine data. Findings: Results revealed that teachers' attitudes, university environment and spirituality had a positive and significant association with intention to incorporate inclusive education. Path analysis showed that teachers' attitude was the most prominent predictor of intention to incorporate inclusive education, followed by spirituality and university environment. Practical implications: The study determines the key predictors of teachers' intention to incorporate inclusive education. The identified factors can help the government and public policymakers foster inclusive education. The study determines that teachers have the capability to drive inclusive education through intrinsic spiritual views and feelings of satisfaction and happiness. Marketers must capitalize on the spiritual aspect of individuals and accordingly develop long-term inclusive strategies. Originality/value: The current study addresses prevailing gaps in existing literature on teachers' attitude and intention to adopt inclusive education. The study examines the impact of key predictors of teachers' intention to adopt inclusive education and focuses on emerging factors such as university environment, spirituality, teachers' self-efficacy, concern and sustainable behaviour. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01