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

Abstract

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
Number of pages18
JournalInternational Journal of Inclusive Education
DOIs
Publication statusAccepted/In press - 4 Dec 2018

Keywords

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

Cite this

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Teachers’ self-efficacy beliefs, attitudes and concerns about implementing inclusive education in Ghana. / Kuyini, Ahmed Bawa; Desai, Ishaverlal (Ishwar); Sharma, Umesh.

In: International Journal of Inclusive Education, 04.12.2018.

Research output: Contribution to journalArticleResearchpeer-review

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