Teachers’ self-efficacy beliefs, attitudes and concerns about implementing inclusive education in Ghana
This study explored teacher self-efficacy, attitudes and concerns about implementing inclusive education in Ghana, using a four part survey questionnaire comprising Teachers’ Background Information, Self-Efficacy About Inclusive Education, Attitudes Toward Inclusive Education and Concerns About Incl...
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| Other Authors: | , |
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2018
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| Online Access: | https://bspace.buid.ac.ae/handle/1234/3452 |
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| Summary: | This study explored teacher self-efficacy, attitudes and concerns about implementing inclusive education in Ghana, using a four part survey questionnaire comprising Teachers’ Background Information, Self-Efficacy About Inclusive Education, Attitudes Toward Inclusive Education and Concerns About Inclusive Education. Data obtained from 134 primary school teachers in two regions were analysed using Descriptive statistics, t-Tests, ANOVA and Correlation procedures. The results indicate that Ghanaian teachers in the study have concerns about inclusive education, less positive attitudes and also have moderate levels of self-efficacy about implementing inclusive education. These findings have implications for sustaining inclusive education and are discussed in relation to contextual variables and student demands. |
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