Teachers’ intention towards inclusive education in Saudi Arabia: a path model

Teachers have responsibilities when they implement inclusive education. Researchers have indicated that teachers’ attitudes, self-efficacy, and subjective norms related to their intention and practices in inclusive education. This study aimed to examine the associations between specialisation, self-assessed knowledge, concern, attitude, self-efficacy, and perceived support on in-service teachers’ intention to implement inclusive education. We used path analysis to examine the relations among those variables with 122 in-service teachers. We found that specialisation and self-efficacy had significant association on intention to implement inclusive education practices. Stakeholders and teacher’s preparation programs should find ways and methods to improve teachers’ knowledge and self-efficacy and reduce teacher’s concerns related to inclusive education.