Exploring Theory of Planned Behavior (TPB) Constructs As Predictors of Teachers’ Intention to Implement Inclusive Education: A Phenomenological Study

Abstract

Inclusive education in the Philippines continues to face systemic barriers despite the enactment of Republic Act 11650, the Inclusive Education Act of 2022. This phenomenological study examined the lived experiences of fifteen purposively selected junior high school teachers to explore how constructs of the Theory of Planned Behavior (TPB)—attitudes, subjective norms, and perceived behavioral control—shape their intention to implement inclusive practices. Semi-structured interviews and thematic analysis revealed that teachers generally hold positive attitudes toward inclusive education, grounded in moral responsibility and the observed benefits of diverse learners thriving together. Subjective norms, particularly peer collaboration and administrative encouragement, emerged as powerful motivators, while perceived behavioral control was influenced by access to training, resources, and institutional support. Teachers’ motivation and practical experiences further reinforced their commitment, though persistent challenges such as large class sizes, limited materials, and inconsistent systemic backing constrained implementation. Motivation and practical experience, though not core TPB constructs, can be situated within perceived behavioral control and emerging extensions of TPB that integrate affective readiness. Findings highlight that while individual beliefs and intentions are crucial, sustainable inclusive education requires enabling conditions and institutional structures that empower teachers to act on their convictions. The study contributes to both theory and practice by extending TPB to account for experiential and emotional dimensions of teaching, situating intention within complex educational realities, though these remain exploratory and require further empirical triangulation. It underscores the need for responsive policies, professional development, and collaborative school cultures to bridge the gap between inclusive education policy and classroom practice. Ultimately, this research supports global and national efforts toward achieving Sustainable Development Goal 4 by advocating for equitable, learner-centered environments that uphold the rights and potentials of all students.