Perceived Competence Teaching Students With Disabilities: Theory of Planned Behavior

The Theory of Planned Behavior (TpB, Ajzen, 1991) suggests that peoples' beliefs influence their intentions and that their intentions influence their behavior. Several studies have used the TpB to assess the linkage between physical educators' beliefs and intentions. However, none of these studies assessed teaching behavior. Physical educators' perceived competence to teach students with disabilities has been found to be related to their intention, attitude, the number of adapted physical education courses they have taken, and quality of their teaching experience. However, no study has demonstrated the relationship between perceived competence and teaching behavior in teaching students with disabilities. Also, there has also been no study that included perceived competence as a possible factor that may alter the relationship between teacher beliefs and their intentions.

Purpose

The purpose of this study was to determine whether perceived competence in conjunction with teachers' beliefs and intentions can increase the predictability of their teaching behavior.

Methods

Participants were 130 Korean physical educators who completed the ‘Teachers' Beliefs and Intentions Teaching Students with Disabilities (TBITSD).'

Analysis/Results

Multiple regression and path analyses, informed by the TpB, were used to assess relationships. In the TpB model, behavioral beliefs (.49) had the highest effect on intention followed by normative (.21) and control belief (.14). Only intention had a direct effect (.43) on teaching behavior. Beliefs accounted for 52% of the variance in intention which accounted for 23% of the variance in teaching behavior. When perceived competence was added to the model, the predictability of teaching behavior was increased. Perceived competence had a direct effect on behavioral (.34), normative (.36), and control belief (.36). Behavioral belief had the largest effect (.46) on intention followed by normative belief (.19) and competence (.16). Intention had the largest effect (.37) on behavior followed by competence (.23) and control belief (.18). Control belief did not have a significant effect on intention. Beliefs including perceived competence accounted for 54% of the variance in intention which accounted for 34% of the variance in teaching behavior.

Conclusions

Including perceived competence with the TpB did not change the estimated effect on teachers' intentions, but changed the estimated effect on teaching behavior. The percentage of teaching behavior variance accounted for went up from 23% to 34%. This increase was statistically significant at p < .05. Recommendations include future research on the TpB that include both teaching behavior and perceived competence as well as replication with American and European teachers.