Attitude, Subjective Norms and Teachers’ Effectiveness in Handling Learners with Difficulty in Applying Knowledge

Teacher ineffectiveness in addressing the needs of learners with difficulty in applying knowledge remains a critical global concern. This study explored the influence of teacher attitudes and subjective norms on their effectiveness in supporting learners with learning difficulties, particularly in knowledge application. Grounded in the Theory of Planned Behavior, the study sought to determine whether these psychological factors significantly impact instructional effectiveness. A quantitative research design was employed, utilizing multiple linear regression analysis to examine relationships among variables. Data were gathered from 230 randomly selected teachers through adapted and researcher-developed survey instruments assessing attitudes, subjective norms, and perceived effectiveness in addressing the needs of struggling learners. Findings revealed a significant positive relationship between teacher attitudes, subjective norms, and their effectiveness in handling students with learning difficulties. Specifically, teachers with more positive attitudes and stronger subjective norms exhibited higher levels of instructional effectiveness. These results underscore the importance of fostering supportive professional environments and promoting positive perceptions toward teaching learners with learning difficulties. By confirming the applicability of the Theory of Planned Behavior, this study contributes to the growing body of research on teacher effectiveness in inclusive education. The findings highlight the need for targeted professional development programs to enhance teachers’ attitudes and strengthen supportive social expectations to improve learning outcomes for students with knowledge application difficulties.