Abstract
DOI: https://doi.org/10.58984/smb2602010m
Physical Education (PE) has been identified as a supportive context for the social inclusion of students with a refugee background. However, inclusive practice largely depends on teachers’ psychosocial orientations and perceived competence. Guided by the Theory of Planned Behavior (TPB), this study examined Greek PE teachers’ attitudes, subjective norms, perceived behavioral control (PBC), and intentions regarding the inclusion of refugee students, as well as their associations with moral competence and teaching experience. Participants were 225 PE teachers employed in Greek public primary schools. Data were collected through self-report questionnaires assessing TPB constructs and moral competence (C-index). Independent-samples t-tests, Pearson correlations, and regression analyses were conducted. Teachers reported high attitudes, subjective norms, and intentions, and moderately high PBC toward inclusion. TPB variables were strongly interrelated, while gender differences emerged only for subjective norms, with males reporting higher scores. Moral competence was negatively associated with subjective norms and PBC but not with attitudes or intention. Teaching experience was unrelated to study variables. Prior intercultural training negatively predicted intention, though with small explained variance. Findings highlight the importance of perceived competence and institutional support in promoting inclusive PE practices.
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