TEACHERS’ RELATED VARIABLES AND ATTITUDES TOWARD INCLUSIVE EDUCATION IN IKOM EDUCATION ZONE, CROSS RIVER STATE, NIGERIA

ABSTRACT

The aim of this study was to investigate the influence of teachers’ related variables on attitudes toward inclusive education in Ikom Education Zone, Cross River State, Nigeria. To achieve the purpose of this study, three hypotheses were formulated. Ex-post facto research design was adopted for the study. One hundred and fifty-eight teachers were selected for the study. The selection was done through the stratified and simple random sampling technique. The Teachers’ Attitudes on Inclusive Education Questionnaire (TAIEQ) instrument was used for data collection. The questionnaire was subjected to validation by experts in measurement, evaluation and psychology. The reliability estimate of 0.83 of the instrument was established through the use of Chronbach reliability method. Independent t-test analysis was adopted to test the hypotheses at .05 level of significance. The result of the analysis revealed that gender, teachers’ teaching experience and teachers’ academic qualification significantly influenced attitude towards inclusive education. It was therefore recommended that teachers should develop positive attitudes toward inclusive education as this is quite crucial for the social, emotional and intellectual development of all learners and not just in an inclusive environment only.

Keywords: Teacher, Attitude, Inclusive Education, Gender, Academic Experience and Academic Qualification