Inclusive education in Zimbabwe: An assessment of teachers' self‐efficacy and attitudes in Masvingo.
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| Title: | Inclusive education in Zimbabwe: An assessment of teachers' self‐efficacy and attitudes in Masvingo. |
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| Authors: | Chitiyo, Jonathan1 (AUTHOR) chitiyoj@pitt.edu, Simone, Kinsey2 (AUTHOR), Muresherwa, Edson3 (AUTHOR), Chitiyo, George2 (AUTHOR), Chitiyo, Morgan4 (AUTHOR) |
| Source: | Journal of Research in Special Educational Needs. Jan2025, Vol. 25 Issue 1, p132-144. 13p. |
| Subject Terms: | *Inclusive education, *Teacher attitudes, *Secondary school teachers, *High school teachers, *Special education |
| Geographic Terms: | Zimbabwe |
| Abstract: | Since the Salamanca Statement and Framework for Action in 1994, many countries have been advancing their education systems towards inclusive education. Zimbabwe, being one of the signatories to this framework, is one of the countries that have embraced the concept of inclusive education and has since been making strides towards its advancement albeit rather slowly. The purpose of this descriptive correlational study was to examine the self‐efficacy levels of Zimbabwean primary, secondary and high school teachers with inclusive education, as well as their attitudes towards the practice. To do this, 100 primary, secondary and high school teachers working in inclusive school settings in the Masvingo province were surveyed using a modified version of the Inclusion Competencies of Sri Lankan Teachers, (ICSLT) instrument. Findings of this study indicated that most of the participating teachers were in support of inclusive education despite not having the requisite preparation to implement it. Based on the findings, specific recommendations are provided for improving preservice teacher preparation and professional development for in‐service teachers in support of inclusive education. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Research in Special Educational Needs is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 183979969 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Inclusive education in Zimbabwe: An assessment of teachers' self‐efficacy and attitudes in Masvingo. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Chitiyo%2C+Jonathan%22">Chitiyo, Jonathan</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> chitiyoj@pitt.edu</i><br /><searchLink fieldCode="AR" term="%22Simone%2C+Kinsey%22">Simone, Kinsey</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Muresherwa%2C+Edson%22">Muresherwa, Edson</searchLink><relatesTo>3</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Chitiyo%2C+George%22">Chitiyo, George</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Chitiyo%2C+Morgan%22">Chitiyo, Morgan</searchLink><relatesTo>4</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+Research+in+Special+Educational+Needs%22">Journal of Research in Special Educational Needs</searchLink>. Jan2025, Vol. 25 Issue 1, p132-144. 13p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Inclusive+education%22">Inclusive education</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+attitudes%22">Teacher attitudes</searchLink><br />*<searchLink fieldCode="DE" term="%22Secondary+school+teachers%22">Secondary school teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22High+school+teachers%22">High school teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Special+education%22">Special education</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Zimbabwe%22">Zimbabwe</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Since the Salamanca Statement and Framework for Action in 1994, many countries have been advancing their education systems towards inclusive education. Zimbabwe, being one of the signatories to this framework, is one of the countries that have embraced the concept of inclusive education and has since been making strides towards its advancement albeit rather slowly. The purpose of this descriptive correlational study was to examine the self‐efficacy levels of Zimbabwean primary, secondary and high school teachers with inclusive education, as well as their attitudes towards the practice. To do this, 100 primary, secondary and high school teachers working in inclusive school settings in the Masvingo province were surveyed using a modified version of the Inclusion Competencies of Sri Lankan Teachers, (ICSLT) instrument. Findings of this study indicated that most of the participating teachers were in support of inclusive education despite not having the requisite preparation to implement it. Based on the findings, specific recommendations are provided for improving preservice teacher preparation and professional development for in‐service teachers in support of inclusive education. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of Research in Special Educational Needs is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=183979969 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1111/1471-3802.12716 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 13 StartPage: 132 Subjects: – SubjectFull: Inclusive education Type: general – SubjectFull: Teacher attitudes Type: general – SubjectFull: Secondary school teachers Type: general – SubjectFull: High school teachers Type: general – SubjectFull: Special education Type: general – SubjectFull: Zimbabwe Type: general Titles: – TitleFull: Inclusive education in Zimbabwe: An assessment of teachers' self‐efficacy and attitudes in Masvingo. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Chitiyo, Jonathan – PersonEntity: Name: NameFull: Simone, Kinsey – PersonEntity: Name: NameFull: Muresherwa, Edson – PersonEntity: Name: NameFull: Chitiyo, George – PersonEntity: Name: NameFull: Chitiyo, Morgan IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: Jan2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 14713802 Numbering: – Type: volume Value: 25 – Type: issue Value: 1 Titles: – TitleFull: Journal of Research in Special Educational Needs Type: main |
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