An investigation of teachers’ attitudes towards the implementation of inclusive education in Owerri Municipal Local Government Area, Imo State
- Project Research
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- NGN 5000
Background of the Study
Inclusive education aims to accommodate students of all abilities in mainstream classrooms. In Owerri Municipal Local Government Area, Imo State, the successful implementation of inclusive education depends largely on teachers’ attitudes and beliefs. Positive teacher attitudes facilitate the adaptation of teaching methods, curriculum modifications, and resource allocation to meet diverse learner needs (Umeh, 2023). Conversely, negative perceptions and resistance among educators can impede the effective integration of students with special needs into regular classrooms (Chidiebere, 2024). Recent research underscores the importance of teacher training and continuous professional development in shaping positive attitudes toward inclusive education (Okafor, 2025). Furthermore, understanding these attitudes is essential for designing policies and interventions that support inclusive practices in schools. This study investigates teachers’ attitudes in Owerri Municipal, examining the factors that influence these attitudes and the implications for the success of inclusive education initiatives (Nwankwo, 2023).
Statement of the Problem
Teachers in Owerri Municipal Local Government Area exhibit varied attitudes toward inclusive education, with some expressing reluctance and negative perceptions. This ambivalence hampers the effective implementation of inclusive education practices, resulting in challenges for students with special needs. The lack of uniform positive attitudes among educators creates inconsistencies in teaching methods and resource allocation. This study aims to investigate the underlying factors influencing teachers’ attitudes towards inclusive education and identify strategies to foster more supportive and effective practices (Okoro, 2024).
Objectives of the Study
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To assess teachers’ attitudes towards inclusive education in Owerri Municipal.
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To identify factors influencing these attitudes.
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To propose strategies to improve teacher support for inclusive education.
Research Questions
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What are the prevailing attitudes of teachers towards inclusive education?
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What factors influence teachers’ attitudes?
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How can teacher training programs be enhanced to support inclusive practices?
Research Hypotheses
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H₁: Positive teacher attitudes significantly enhance the implementation of inclusive education.
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H₂: There is a significant relationship between teacher training and positive attitudes towards inclusive education.
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H₃: Addressing identified challenges will improve teacher support for inclusive education.
Significance of the Study
This study is significant as it addresses the critical role of teacher attitudes in the success of inclusive education. The findings will provide valuable guidance for policymakers and educators in improving teacher training and support systems (Ifeoma, 2023).
Scope and Limitations of the Study
The study is limited to examining teachers’ attitudes towards inclusive education in Owerri Municipal Local Government Area, Imo State. It does not include a comparative analysis with other regions or educational levels.
Definitions of Terms
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Inclusive Education: An educational approach that accommodates all learners, including those with special needs, in mainstream classrooms.
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Teacher Attitudes: The beliefs and perceptions held by teachers regarding educational practices and policies.
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Professional Development: Ongoing training and education for teachers to enhance their instructional skills.
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