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Teachers’ attitudes towards inclusive education in regular primary schools in Tanzania.

Mbwambo, Asha Bakari
Master thesis
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URI
http://hdl.handle.net/11250/2386870
Date
2015
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  • Master i tilpasset opplæring / Master of adaptive education [181]
Abstract
The main purpose of this study was to investigate regular primary school teachers’ attitudes

towards inclusive education in regular primary schools in Tanzania. It was a qualitative study

design, aimed at: first, to explore regular primary school teachers’ knowledge and understanding

of the concept inclusive education; second, to examine regular primary school teachers’ feelings

towards teaching students who face barriers to learning and participation in regular schools and

third, to investigate regular primary school teachers’ ability to create inclusive cultures and

evolve inclusive practices in the regular school. Those three specific objectives reflected the

three components of attitudes whereby the first objective assessed cognitive components, second

affective and third behavioural component.

Purposive sampling technique was used to select two regular primary schools from one of the

administrative regions found in Northern Tanzania. The sample included 10 regular primary

school teachers (five teachers from each school).

Data were gathered through personal interviews and non-participant observation methods.

Furthermore, data of this particular study were subjected to transcription as well as thematic

analysis. The study findings were presented in relation to the main themes, categories and direct

statements of the responses of the participants so as to maintain the flavour of the original

information

This study showed that regular primary school teachers who participated in this study have

limited knowledge about inclusive education. The findings also revealed that regular teachers

have negative feelings towards teaching students who face barriers to learning and participation.

Furthermore the study showed that regular primary school teachers have low ability to create

inclusive cultures and evolve inclusive practices in the regular settings. Based on those findings

the study concluded that regular primary school teachers who participated in the study have

negative attitudes towards inclusive education.

During the process of data analysis and categorization of the themes, the findings revealed that

there are some factors which contribute to regular teachers’ negative attitudes towards inclusive

education. Those factors are: lack of inclusive training, low salaries, and lack of motivation, shortage of teachers, lack of enough teaching and learning materials, lack of government support

and poor support from parents and the community at large.

Based on the study findings the investigator recommended that Ministry of Education and

Vocational Training (MoEVT) should provide inclusive education to all regular primary schools

teachers through in-service training, and inclusive education should be included in the

curriculum of general teachers’ education. Teachers’ salaries should be equivalent to their work

load. Government in turn should provide support to the regular teachers in term of relevant and

enough teaching and learning resources and advice. Furthermore parents and the community at

large should provide enough cooperation and cooperation to teachers.
Description
Mastergradsoppgave i tilpasset opplæring, Avdeling for lærerutdanning og naturvitenskap, Høgskolen i Hedmark, 2015. Master in Adapted Education. Faculty of Education and Natural Sciences. Hedmark University College, Spring, 2015.

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