Teachers’ self-efficacy beliefs, attitudes and concerns about implementing inclusive education in Ghana

Ahmed Bawa Kuyini, Ishaverlal (Ishwar) Desai, Umesh Sharma

Research output: Contribution to journalArticleResearchpeer-review

6 Citations (Scopus)


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.

Original languageEnglish
Pages (from-to)1509-1526
Number of pages18
JournalInternational Journal of Inclusive Education
Issue number14
Publication statusPublished - 2020


  • attitudes
  • concerns about inclusive education
  • Ghana
  • inclusive education
  • teacher self-efficacy

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