Teachers' Self-Efficacy Beliefs, Attitudes and Concerns about Implementing Inclusive Education in Ghana

Autor/inn/en	Kuyini, Ahmed Bawa; Desai, Ishaverlal; Sharma, Umesh
Titel	Teachers' Self-Efficacy Beliefs, Attitudes and Concerns about Implementing Inclusive Education in Ghana
Quelle	In: International Journal of Inclusive Education, 24 (2020) 14, S.1509-1526 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sharma, Umesh)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2018.1544298
Schlagwörter	Foreign Countries; Teacher Attitudes; Beliefs; Inclusion; Self Efficacy; Elementary School Teachers; Students with Disabilities; Teacher Characteristics; Gender Differences; Age Differences; Teacher Education; Teaching Experience; Ghana + Suchen Sie Ihr Suchwort? Ausland; Lehrerverhalten; Belief; Glaube; Inklusion; Self-efficacy; Selbstwirksamkeit; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Geschlechterkonflikt; Age; Difference; Age difference; Altersunterschied; Lehrerausbildung; Lehrerbildung
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01