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

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

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    30 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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