Sažetak
Aktuelno istraživanje ispitivalo je stavove, namere i percipiranu kontrolu ponašanja (PBC) budućih nastavnika fizičkog vaspitanja u vezi sa uključivanjem dece sa invaliditetom u redovne škole, kao i odnose između navedenih varijabli. Dodatno su ispitani efekti pola i godine studiranja, kao i povezanost između percipirane akademske pripremljenosti i percipirane nastavničke kompetentnosti u okviru Teorije planiranog ponašanja (TPB). Ukupno 176 studenata fizičkog vaspitanja (68 muškaraca i 108 žena) popunilo je validirane upitnike. Deskriptivni rezultati pokazali su visoke nivoe namere (M = 6,02; SD = 0,82) i pozitivne stavove (M = 5,74; SD = 0,67), dok je percipirana kontrola ponašanja bila umerena (M = 5,00; SD = 1,15). Godina studiranja nije imala statistički značajan uticaj na TPB varijable (p > 0,05), dok su studentkinje pokazale značajno više skorove namere u poređenju sa studentima, t(174) = −2,44, p < 0,01. Korelaciona analiza pokazala je značajne pozitivne povezanosti između stavova i namere (r = 0,457; p < 0,01), namere i percipirane kontrole ponašanja (r = 0,451; p < 0,01), kao i stavova i percipirane kontrole ponašanja (r = 0,273; p < 0,01). Takođe, percipirana univerzitetska pripremljenost bila je snažno povezana sa percipiranom nastavničkom kompetentnošću (r = 0,637; p < 0,01), koja je bila umereno povezana sa stavovima (r = 0,278; p < 0,01) i namerom (r = 0,264; p < 0,01). Dobijeni nalazi ukazuju na ključnu ulogu univerzitetske pripreme u jačanju inkluzivnih stavova i povećanju percipirane kompetentnosti budućih nastavnika fizičkog vaspitanja.
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