ABSTRACT
In this chapter, the authors present the theory of planned behavior (TPB) as a model with a system of ideas to explain how to assess physical educators’ attitudes toward teaching students with disabilities in general physical education (GPE) classes. To illustrate the flexibility and utility of the TPB, included in the chapter is an application of the TPB associated with peers, families, and parents/guardians. In this chapter, the authors offer a brief outline about attitude theory and measurement issues associated with predicting behavior. The outline is followed by an introduction to the theory of reasoned action (TRA) and its successor, the TPB. The theory presentation is followed by an overview of research on physical educators’ attitudes toward teaching students with disabilities. In addition, the chapter includes research and application of the TPB applied to the attitudes, intentions, and behaviors of stakeholders important to students’ lives: peers, families, and parents/guardians. The chapter concludes with concerns about the TPB, recommendations, and a summary statement.
