AN EVALUATION OF TEACHERS’ ATTITUDES TOWARD INCLUSIVE EDUCATION IN PUBLIC PRIMARY SCHOOLS: A STUDY OF ENUGU NORTH LGA

AN EVALUATION OF TEACHERS’ ATTITUDES TOWARD INCLUSIVE EDUCATION IN PUBLIC PRIMARY SCHOOLS: A STUDY OF ENUGU NORTH LGA

CHAPTER ONE: INTRODUCTION

1.1 Background of the Study

Inclusive education has become a central focus of educational reform globally, reflecting a commitment to ensuring that all children—regardless of ability, background, or disability—have equal access to quality education within the general school system. It promotes the removal of barriers to learning and participation and aims to respond to the diverse needs of learners by accommodating individual differences through flexible teaching methods and accessible learning environments (UNESCO, 2020). In Nigeria, inclusive education is guided by national policies such as the National Policy on Education (2013) and the Discrimination Against Persons with Disabilities (Prohibition) Act (2018), which mandate that learners with special educational needs should be integrated into mainstream classrooms wherever possible.

However, the success of inclusive education is largely contingent upon the attitudes, perceptions, and competencies of teachers who are at the forefront of implementation. Positive teacher attitudes towards inclusive education have been shown to significantly affect the acceptance, accommodation, and academic success of learners with disabilities in mainstream classrooms (Okonkwo & Mordi, 2021). Conversely, negative attitudes can result in exclusion, low expectations, and ineffective instructional practices, thereby undermining the goals of inclusive education.

In the context of Enugu North Local Government Area (LGA), many public primary schools are enrolling pupils with diverse learning needs, including those with physical, intellectual, and sensory disabilities. Yet, anecdotal evidence and preliminary studies suggest that many teachers feel unprepared or inadequately trained to handle inclusive classrooms (Onu & Opara, 2022). Some teachers express concerns about classroom management, curriculum differentiation, inadequate support services, and lack of teaching aids necessary for inclusive teaching. In addition, cultural beliefs, stigmatization, and systemic challenges may influence their willingness to embrace inclusive practices.

Despite the government’s policy commitment to inclusion, there is a dearth of empirical data on how teachers in public primary schools within Enugu North LGA perceive and engage with inclusive education. Most existing studies focus on urban centers or secondary school settings, leaving a significant knowledge gap regarding primary education in semi-urban and rural regions. This study seeks to fill that gap by evaluating the attitudes of teachers toward inclusive education in selected public primary schools in Enugu North, identifying the factors that influence these attitudes, and examining the implications for policy and practice.

1.2 Statement of the Problem

The implementation of inclusive education in Nigeria faces numerous challenges, chief among them being the attitude of teachers who are expected to integrate pupils with special needs into regular classrooms. In Enugu North LGA, public primary schools are increasingly expected to accommodate learners with disabilities. However, many teachers report feeling ill-equipped to meet the demands of inclusive classrooms due to lack of training, limited teaching resources, and minimal institutional support (Eze & Ede, 2021). Some educators perceive inclusive education as an additional burden or as impractical within already overcrowded and under-resourced classrooms.

Such perceptions, if not addressed, can hinder inclusive education from achieving its core objectives of equity, participation, and quality education for all. A negative or indifferent attitude from teachers may result in reduced engagement with inclusive teaching strategies, reluctance to adapt lesson plans, and even resistance to the presence of learners with disabilities in the classroom. This can further marginalize these students and undermine their academic progress and social development.

Despite the growing relevance of inclusive education, limited research exists that focuses specifically on the attitudes of primary school teachers in Enugu North. There is a need for a localized, context-sensitive assessment of teachers’ beliefs, challenges, and readiness to embrace inclusive practices. Such an evaluation will provide critical insights that can inform policy interventions, teacher training programs, and resource allocation strategies aimed at improving inclusive education outcomes in the region.

1.3 Objectives of the Study

To evaluate the general attitudes of public primary school teachers in Enugu North LGA toward inclusive education.

To identify factors influencing these attitudes, including training, experience, and institutional support.

To assess the readiness of teachers to implement inclusive practices in their classrooms.

1.4 Research Questions

What are the attitudes of teachers in public primary schools in Enugu North LGA toward inclusive education?

What factors influence these attitudes, such as professional training, teaching experience, and availability of resources?

To what extent are teachers in Enugu North prepared and willing to implement inclusive practices?

1.5 Research Hypotheses

H0₁: There is no significant relationship between teachers’ professional training and their attitudes toward inclusive education.

H0₂: Teachers’ attitudes have no significant effect on their readiness to implement inclusive education in public primary schools in Enugu North LGA.

1.6 Significance of the Study

This study is of significance to educational planners, policymakers, teacher training institutions, and inclusive education advocates. The findings will offer a clearer understanding of the challenges and perceptions that shape inclusive education implementation at the primary school level. By identifying key factors that influence teacher attitudes, the study can inform targeted interventions to enhance teacher preparedness, improve professional development programs, and promote a more inclusive educational environment. Furthermore, it contributes to the broader academic discourse on inclusion within the Nigerian education system, especially in under-researched regions.

1.7 Scope and Limitation of the Study

The scope of this study is limited to public primary schools located in Enugu North LGA of Enugu State. It focuses on teachers’ attitudes and readiness to implement inclusive education. Private schools and other LGAs are excluded. Limitations may include potential bias in self-reported data, variation in levels of exposure to inclusive practices among teachers, and logistical constraints in reaching all relevant schools due to time and resource limitations.

1.8 Operational Definition of Terms

Inclusive Education: An educational approach that ensures learners of all abilities are taught in mainstream schools with appropriate support.

Attitude: A teacher’s mindset or predisposition toward inclusive education, whether positive, negative, or neutral.

Public Primary School: Government-funded basic education institutions offering foundational learning to children aged 6–12.

Readiness: The willingness and preparedness of teachers to implement inclusive practices effectively.

1.9 Structure of the Study

This dissertation is structured into five chapters. Chapter One introduces the study’s background, objectives, and scope. Chapter Two provides a comprehensive review of literature on inclusive education and teacher attitudes. Chapter Three outlines the research methodology, including the study design, population, and analytical techniques. Chapter Four presents and discusses the findings. Chapter Five concludes the study with a summary of findings, policy recommendations, and suggestions for further research.

References

Eze, F. O., & Ede, C. J. (2021). Teachers’ readiness and challenges in implementing inclusive education in Nigeria. Journal of Educational Research in Africa, 9(2), 88–103.

Okonkwo, R. U., & Mordi, M. C. (2021). Teachers’ attitudes and the success of inclusive education in Nigeria. International Journal of Inclusive Education, 25(4), 341–359.

Onu, V. C., & Opara, J. A. (2022). The status of inclusive education implementation in Enugu State. Nigerian Journal of Special Needs Education, 6(1), 57–72.

UNESCO. (2020). Global Education Monitoring Report: Inclusion and education – All means all. Paris: UNESCO Publishing.