Principals' and Teachers' Attitudes and Knowledge of Inclusive Education as Predictors of Effective Teaching Practices in Ghana

Autor/inn/en	Kuyini, Ahmed Bawa; Desai, Ishwar
Titel	Principals' and Teachers' Attitudes and Knowledge of Inclusive Education as Predictors of Effective Teaching Practices in Ghana
Quelle	In: Journal of Research in Special Educational Needs, 7 (2007) 2, S.104-113 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1471-3802
DOI	10.1111/j.1471-3802.2007.00086.x
Schlagwörter	Inclusion; Discriminant Analysis; Regression (Statistics); Foreign Countries; Teacher Attitudes; Administrator Attitudes; Teaching Methods; Predictor Variables; Knowledge Level; Mainstreaming; Surveys; Observation; Elementary School Teachers; Principals; Elementary Schools; Attitude Measures; Questionnaires; Teacher Effectiveness; Ghana + Suchen Sie Ihr Suchwort? Inklusion; Diskriminanzanalyse; Regression; Regressionsanalyse; Ausland; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Prädiktor; Wissensbasis; Survey; Umfrage; Befragung; Beobachtung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Principal; Schulleiter; Fragebogen; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg
Abstract	Surveys and observations were undertaken in selected primary schools in Ghana to determine whether principals' and teachers' attitudes towards and knowledge of inclusive education, as well as principals' expectations of teachers in implementing inclusion, were predictors of effective teaching practices in their classrooms. The sample of 128 educators (20 principals and 108 teachers) drawn from 20 primary schools in two districts, were required to respond to questionnaire measures of Attitude Towards Inclusive Education Scale (ATIES), Knowledge of Inclusive Education Scale (KIES) and Principals' Expectations Scale (PES). Of the total number of teachers (N = 108), 37 were observed during instructional delivery in their classrooms. The data were analysed by a variety of statistical procedures including Regression Analysis and Discriminant Function Analysis. In the context of the Theory of Planned Behaviour (Ajzen, 1985), the results showed that whilst attitudes towards inclusion (attitude element) and knowledge of inclusion (perceived behavioural control element) predicted effective teaching practices, principals' expectations (subjective norm) did not. Implications for the implementation of effective inclusive practices in Ghanaian schools and the need for future research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10