Knowledge, Attitude and Self-efficacy among College Teacher Educators’ on the Practice of Inclusive Education in Southern Ethiopia
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Date
2021-07
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AAU
Abstract
This study was intended to investigate the level of Knowledge, Attitude and Self efficacy among College Teacher Educators’ on the Practice of Inclusive Education in the
College of Teacher Education in South Nations Nationality and Peoples Regional (SNNPR)
State. The design of this study was sequential explanatory mixed method. Stratified
proportional random sampling was used to select participants from five colleges in different
parts of SNNPR. Questionnaire and interview were used to collect data from participants of
the study. There were 302 teacher educators form five colleges completed the questionnaire
that includes Inclusive Education Practice Scale, Knowledge of Teacher Educators, Teacher
Educators Attitudes and the Teacher Educators Self-efficacy. Interviews were employed with
6 teacher educators and 2 trainees with disabilities. Analysis of the data was done using
descriptive statistics, Pearson Product-Moment Correlation and Multiple Linear Regression
analysis with the help of SPSS-23. Qualitative data was analyzed thematically. The results
reported that the practice of inclusive education in teacher education colleges is at good
beginning levels. There were different opportunities in the colleges that show bright futurity
to the effective implementation of inclusive education practice. However, there were also
different challenges which restricted the practice of inclusive education. There were also
statistically significant positive relationship between teacher educators’ knowledge and
attitude, knowledge and self-efficacy; and teacher educators’ attitude and self-efficacy. In
addition, teacher educators’ knowledge, self-efficacy and attitude had significant predictors
of the practice of inclusive education. Conclusions and recommendation are presented