Principals’ Attitude and Perception Towards The Implementation of Inclusive Education In Addis Ababa Kolfe Keraniyo Sub City
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Date
2020-06
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AAU
Abstract
Previous researchers have indicated that principals play a key role in implementing successful
and effective inclusive programs. However, there remains a gap in the literature regarding the
attitudes and perceptions of principals toward the implementation of inclusive education.
Therefore, the purpose of this quantitative methods research was to investigate the attitudes and
perceptions of primary school principals towards the implementation of inclusive education in
Addis Ababa Kolfe Keraniyo Sub city. A total of 86 participants; 56 male and 24 female
principals and 6 supervisors and educational experts were selected by using simple random
sampling and purposive sampling. Attitude and perception scales of five point Likert Scale,
interview and open ended questions were used to collect data. Data were analyzed using
descriptive and inferential statistics. This study investigated how demographic variables; sex,
education level, experience and trainings affected principals’ attitudes and perceptions towards
the implementation of inclusive education. Results indicated that most principals had negative
attitudes and unrealistic perceptions towards the implementation of inclusive education. Of the
variables sex, education level and training were significant predictors of unfavorable attitudes
and unrealistic perceptions towards the implementation of inclusive education. The qualitative
data results indicated that lack of training, lack of knowledge and experience about inclusive
education, education level, lack of special needs focal person and special needs teachers,
shortage of resources, and factors related to school physical environment were the major factors
affected principals’ attitudes and perceptions. Ongoing training will prepare principals with
positive attitudes and realistic perceptions towards the implementation of inclusive education.