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

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.

KEYWORDS:

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

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes on contributors

Ahmed Bawa Kuyini is currently Associate Professor of Social Work at RMIT University, Australia. He previously taught at the University of New England, Australia, and UAE University. His research is framed around social and educational inclusion.

Dr Ishwar Desai is a Special/Inclusive Education Consultant at Desai Consulting Pty Ltd, Camberwell, Victoria, and Honorary Senior Fellow, Graduate School of Education, University of Melbourne. Prior to retirement, he was Head of the Unit for Disability Studies & Inclusion, The University of Melbourne, Australia.

Umesh Sharma is Professor in the Faculty of Education at Monash University, Australia, where he is the Academic Head of the Educational Psychology and Inclusive Education Community. He is the chief co-editor of the Australasian Journal of Special Education and the Oxford Encyclopedia of Inclusive and Special Education. He has authored over 100 academic articles, book chapters and edited books that focus on various aspects of inclusive education.