The intention of in-service teachers to implement inclusive practices in Hong Kong classrooms

This study investigated teachers’ intentions to adopt inclusive teaching practices along with factors affecting teachers’ intentions to implement inclusive practices. Using convenience and snowball sampling, 1,110 Hong Kong primary and secondary teachers were recruited to complete a 5-part questionnaire for the study. The results show that teachers’ intentions were moderate – that is, teachers were somewhat likely to adopt inclusive teaching practices for students with disabilities. Teachers’ attitudes, perceived support needs related to expert guidance and teacher self-efficacy significantly influenced their intentions to use inclusive classroom practices for students with disabilities.