Teachers’ Intention to Teach Writing Skills to Students With and Without Learning Disabilities: From a Theory of Planned Behavior Perspective

• Sophia Hertel

• Linda Dreckmann

• Karolina Urton

Guided by the theory of planned behavior (TPB), this qualitative study explored how teachers articulate attitudes, subjective norms, and perceived behavioral control when teaching writing to students with and without learning disabilities (LD) in three German school contexts (special education, primary, and comprehensive schools). Semi-structured interviews with 29 teachers were analyzed using deductive TPB coding and inductive category development. Across contexts, teachers valued writing and described its motivational benefits for students. However, their intentions were shaped by uneven normative support and feasibility constraints. In addition, teachers at special education schools reported weak curricular and collegial expectations, as well as strong concerns about their students’ limited prior skills, low motivation, and insufficient support at home.

Yet overall, perceived behavioral control, specifically time for feedback and revision, access to materials, and opportunities to develop writing pedagogy, emerged as relevant factors. These findings highlight the need for professional development, paired with school-level routines and resources, that facilitate process-oriented writing instruction, especially for students with LD.

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