Attitude of Primary School Teachers Towards Inclusive Education in Nigeria: Contributions of Personality and Work Experience

Authors

    Victor Okechukwu Odo , Evelyn N. Onah , Ikechukwu V. Ujoatuonu , Agnes E. Okafor , Alexandra N. Chukwu , Juliet I. Nwufo , Baba A. Karatu , Philip C. Mefoh

Published:

2021-09-01

DOI:

https://doi.org/10.52291/ijse.2021.36.1

How to Cite

Odo, V. O., Onah, E. N., Ujoatuonu, I. V., Okafor, A. E., Chukwu, A. N., Nwufo, J. I., Karatu, B. A., & Mefoh, P. C. (2021). Attitude of Primary School Teachers Towards Inclusive Education in Nigeria: Contributions of Personality and Work Experience. International Journal of Special Education (IJSE), 36(1). https://doi.org/10.52291/ijse.2021.36.1

Abstract

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.

Keywords:

attitude, conscientiousness, disability, inclusive education, work experience

Issue

Volume 36, Number: 1, Year 2021 of International Journal of Special Education