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The Impact of Teacher Attributes on Intentions to Practice Inclusive Education in Secondary Schools in Ghana

Citation

Opoku, M and Rayner, C and Cuskelly, M and Pedersen, S, The Impact of Teacher Attributes on Intentions to Practice Inclusive Education in Secondary Schools in Ghana, International Journal of Disability, Development and Education pp. 1-17. ISSN 1034-912X (2020) [Refereed Article]

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Copyright Statement

Copyright 2020 Informa UK Limited, trading as Taylor & Francis Group. This is an Accepted Manuscript of an article published by Taylor & Francis Group in International Journal of Disability, Development and Education on 24/02/2020, available online: http://www.tandfonline.com/10.1080/1034912X.2020.1731434

DOI: doi:10.1080/1034912X.2020.1731434

Abstract

Advocacy for inclusive education has been connected with the United Nationsí global poverty alleviation guidelines, the Sustainable Development Goals, which appeal to countries to extend universal access to education, from primary to secondary schooling. In the Ghanaian context, the implementation of inclusive education in secondary schools has been under-explored. In this study, we adopted Ajzenís theory of planned behaviour as a framework to explore demographic variables which could impact on teachersí intentions to practise inclusive education in secondary schools. We recruited 457 teachers from five districts in one region in Ghana. T-test and analysis of variance were used to ascertain the association between demographic variables and intentions. We found no significant differences between participants based on school resourcing or location. However, participants in private schools had attitudes that were more positive, they felt they received more support, had higher self-efficacy, and were more willing to include children with disabilities in their classrooms than teachers in public schools. Also, we found a difference between participants on units of study taken in inclusive education during pre-service training and their level of confidence to practise inclusive education. The need for teacher educators to embed more inclusive teaching practices in all courses at teacher training institutions is discussed, as well as other study implications.

Item Details

Item Type:Refereed Article
Keywords:Ghana, inclusive education, secondary schools, teachers, theory of planned behaviour
Research Division:Education
Research Group:Specialist studies in education
Research Field:Inclusive education
Objective Division:Education and Training
Objective Group:Schools and learning environments
Objective Field:Policies and development
UTAS Author:Opoku, M (Mr Max Opoku)
UTAS Author:Rayner, C (Dr Christopher Rayner)
UTAS Author:Cuskelly, M (Professor Monica Cuskelly)
UTAS Author:Pedersen, S (Dr Scott Pedersen)
ID Code:138450
Year Published:2020
Web of Science® Times Cited:1
Deposited By:Education
Deposited On:2020-04-08
Last Modified:2020-05-22
Downloads:0

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