The Intentions of Teachers towards Practicing Inclusive Education in Secondary Schools in Ghana: A Qualitative Study

Autor/in	Opoku, Maxwell Peprah
Titel	The Intentions of Teachers towards Practicing Inclusive Education in Secondary Schools in Ghana: A Qualitative Study
Quelle	In: Africa Education Review, 18 (2021) 3-4, S.93-111 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Opoku, Maxwell Peprah)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1814-6627
DOI	10.1080/18146627.2022.2150869
Schlagwörter	Secondary School Teachers; Intention; Inclusion; Foreign Countries; Students with Disabilities; Teacher Attitudes; Supervision; Private Schools; Parent Participation; Teacher Background; Public Schools; Teacher Motivation; Gender Differences; Sex Role; Ghana + Suchen Sie Ihr Suchwort? Inklusion; Ausland; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Lehrerverhalten; Private school; Privatschule; Elternmitwirkung; Public school; Öffentliche Schule; Geschlechterkonflikt; Geschlechterrolle
Abstract	It has been widely reported that as students with disabilities climb the academic ladder, it becomes more difficult to implement inclusive education for vulnerable students, such as those with disabilities. In the Ghanaian context, there are few studies on the intentions of teachers towards practicing inclusive education in secondary schools for students with disabilities. Using Ajzen's theory of planned behaviour as a theoretical framework, the aim of this study was to develop a deeper insight into the intentions of teachers towards practicing inclusive education in secondary schools in Ghana. In this follow-up qualitative study, eight teachers, four males and four females, who had participated in the first phase of a larger study, were interviewed to develop a deeper insight into their views and to clarify the influence of the known variables on their intentions. The data were analysed thematically, and the results showed that effective supervision in private schools, parental contribution, motivation, gender roles, and level of teaching were critical to participating teachers' intentions to include students with disabilities in their regular classes. The results indicate the need for policymakers to empower school leaders in public schools to promote the teaching of all students in one classroom. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01