Open AccessAttitude of Primary School Teachers Towards Inclusive Education in Nigeria: Contributions of Personality and Work Experience
Author(s) -
Victor O. Odo,
Evelyn N. Onah,
Ikechukwu V. N. Ujoatuonu,
Agnes E. Okafor,
Alexandra N. Chukwu,
Juliet Juliet,
Nwufo Nwufo,
Baba A. Karatu,
Philip C. Mefoh
Publication year - 2021
Publication title -
international journal of special education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.216
H-Index - 25
eISSN - 1917-7844
pISSN - 0827-3383
DOI - 10.52291/ijse.2021.36.1
Subject(s) - personality , psychology , work (physics) , school teachers , primary education , inclusion (mineral) , isolation (microbiology) , special education , medical education , pedagogy , mathematics education , social psychology , medicine , mechanical engineering , microbiology and biotechnology , engineering , biology
Children with disabilities in South-Eastern Nigeria face problems of isolation. This study investigated the roles of conscientious personality and work experience in predicting teachers’ attitude towards inclusive education. Participants included 196 primary school teachers who were selected randomly from 6 primary schools in Enugu, South-Eastern Nigeria. The age of the teachers ranged from 27-51 years (Mean age = 41.85 years; Standard Deviation = 4.63). Results showed that conscientious personality and work experience positively predicted primary school teachers’ attitude towards inclusive education. The results were discussed in terms of determining work-related attributes necessary for improving access to education among children with disabilities. The limitation of the study and recommendation for future research were highlighted.