Imperial Journal of Interdisciplinary Research (IJIR)
Vol-2, Issue-10, 2016
ISSN: 2454-1362, http://www.onlinejournal.in
Teachers’ Culture and Attitudes towards
the Implementation of Inclusive Education
in Cameroon Public Secondary Schools
ENDELEY Margaret Nalova
Department of Curriculum Studies and Teaching
Faculty of Education, University of Buea, Cameroon
Abstract: The implementation of inclusive education
has not been effective in secondary schools in
Cameroon. Teacher perception or attitudes have
been found to be one of the strongest barriers to the
implementation of inclusive education. Yet in
determining the factors that affect teachers’
attitudes, research has been more prolific on
resources, experience, training, gender and type of
disability. Cameroon’s peculiarity in running two
systems of education- the Anglophone and
Francophone systems may have other latent factors
such as culture or linguistic background.. Thus the
study aimed at finding out if culture affects the
implementation of teacher education and if teachers
differed in their perception due to their linguistic
background as well as in various components of
their attitudes. It was a descriptive survey which
made use of a questionnaire and a focused-group
discussion as methods of data collection. Four
regions and 15 schools were surveyed and a return
rate of 430 0ut of 500 questionnaires was obtained.
Eight teachers participated in the focused-group
discussion. Data were analyzed descriptively and
inferentially. Findings revealed that teachers
generally hold positive perceptions and there is no
significant difference in their perception of the
implementation of inclusive education based on
culture, even though bilingual teachers the most
positive. Findings and recommendations are
discussed.
Key words: Teacher perception, Attitudes, Inclusive
Education, Integration, culture, Linguistic
Background
1. Introduction
The idea that the education of children with
disabilities and special needs should be taken care of
in the ordinary school has gained a general
acceptance worldwide. In Cameroon, government
regulations and prescriptions for implementing
inclusive education have been developed at the
policy level. However, over two decades afterwards,
the implementation of these regulations do not seem
to be effective in secondary schools. Teachers are
Imperial Journal of Interdisciplinary Research (IJIR)
perceived to be integral to the implementation of
inclusive education (Haskell, 2000). One of the
main barriers to the implementation of integrating
students with significant disabilities has been
identified as teachers’ attitudes” Avramidis et al.,
2000). The success of an inclusionary program may
be at risk if regular classroom teachers hold negative
perceptions toward the inclusion of students with
disabilities (Van Reusen et al., 2001).Literature
highlights many factors that affect teachers’
perception in the implementation of inclusive
education like the teachers’ training (Shade and
Stewart, 2001; Subban and Sharma, 2006),
experience (Bowe, 2002; Tabakhmelashvili, 2008)
gender ( Leach, 2005: Fakolade and Adeniyi, 2009)
resources Engstrom, 2003; Mastropieri, 2000) Type
of disability (Al-Zyoudi, 2006), teachers’ academic
discipline (Endeley, 2015) but very little attention
has been given to the effect of culture or linguistic
background on teacher perception.
A historical survey of Cameroon reveals that
foreign influences especially the British and French
colonial administration have played a big role in the
history of Cameroon making Cameroon the only
bilingual country in Africa, with two prominent
education sub-systems: The English (Anglophone)
and the French (Francophone) sub-systems. These
two sub-systems are expected to co-exist with each
jealously keeping its values or culture (Ngalim,
2014), yet working within the framework of
common educational goals. Therefore, this study
aims at investigating whether the culture or
linguistic background of teachers affect their
perception of the implementation of inclusive
education as well as analyze components of their
attitudes to find out if there is dissonance.
2. Review of Literature
2.1. Conceptual Framework
Santrock, (2000) defines attitudes as
beliefs and opinions about people, objects and ideas.
Attitudes may not only be favourable and
unfavourable but could be neutral and also
ambivalent towards a target where people may
simultaneously possess a positive and a negative
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ISSN: 2454-1362, http://www.onlinejournal.in
bias towards the attitude in question (Wikipedia,
2008). There are three components of attitudes: the
cognitive, emotional or affect component and the
behavioural components. The cognitive component
is our thoughts, beliefs about the attitudinal object
(Wood and Wood, 1993; Feldman 1996). In other
words, what you think. The emotional or affect
component describes our feelings towards the
attitudinal object (Wood and Wood, 1993). It
encompasses our positive and negative emotions
about something. It is what you feel. The behaviour
component consists of a predisposition or intention
to act in a particular way that is relevant to our
attitude (Feldman, 1996; Wood and Wood, 1993). It
is what you do.
The cognitive dissonance theory holds that
two cognitions are consonant if one cognition
follows from or fits with the other, for example if
2.2. Culture and Attitudes towards Students
with Special Education Needs
As observed from literature, perception and
treatment of people with disabilities vary across
culture. This was aptly demonstrated from Greek
and Roman perception of disability. Historically,
people with disability were often placed in hospitals,
Asylums and other institutions that provided little or
no education. There are variations in the attitudes of
persons with disabilities in Africa and other parts of
the world. A study by Garcia-Nevarez, Stafford and
Arias (2005) focused on the attitudes that
elementary teachers have toward their English
Language Learner (ELL) students’ native languages
(e.g. Spanish) and their use of instruction. A
questionnaire was administered to 152 first through
fourth-grade teachers from five school districts in
Maricopa County, Arizona. The researchers found
that teachers’ attitudes towards their ELL students
differ significantly with the type of certification.
The bilingual certified teachers were more
supportive of their ELL students using their native
language in the classroom than were traditional and
English as a Second language – certified teachers.
In a similar study by Creese (2004) of six
Turkish/English bilingual English as Additional
Language (EAL) teachers from the secondary
schools participated in the study. Findings show that
these bilingual EAL teachers resist the support role
usually played by EAL teachers for a more
traditional subject teacher role of transmitter and
explainer of curriculum content. Findings of this
study must be generalized with caution due to its
small sample.
While the widespread principle underlying
second language (L2) teaching is to adopt a
monolingual approach, some studies have suggested
that the monolingual approach may not necessarily
be the most appropriate, especially when the teacher
and the students share the same first language (L1).
Imperial Journal of Interdisciplinary Research (IJIR)
the cognitive, affective and psychomotor
components of attitudes are positive and two
cognitions are said to be dissonant if one cognition
is the opposite of another. A person who has
dissonant or discrepant cognitions is said to be in a
state of psychological dissonance or cognitive
disequilibrium. Cognitive dissonance is an
uncomfortable feeling caused by holding conflicting
ideas simultaneously. It occurs when there is a
conflict between belief and overt behaviour
(Festinger, 1957) and can lead to negative attitudes.
Therefore, a thorough investigation is necessary to
identify and address factors that may lead to
dissonance, one of which may be culture. If culture
affects either the cognitive, affective or
psychomotor components of teachers’ attitudes, the
result may be negative perceptions.
Yanan (2009) examined teachers’ perspectives on
this issue in a tertiary institution in China, where the
beliefs of a group of L2 teachers were canvassed
through a questionnaire. Four teachers with different
attitudes were further investigated through a
comparison between their teaching practices and
their stated beliefs. It was found that on the whole,
the teachers had a neutral attitude towards the use of
L1 but that individual teachers held a variety of
positive to negative attitudes and their stated beliefs
about L1 were not always reflected in their teaching
practices.
In a similar study Haddix (2008) shares
findings from a qualitative study of white,
monolingual pre-service teachers enrolled in a
sociolinguistics course that examines the interplay
of language and ethnicity in the United States. The
primary aim of the study were to learn more about
the pre-service awareness of their cultural and
linguistic backgrounds and to explore how they felt
their new understandings about linguistic diversity
would impact their future practice as teachers. In the
study, the author examines the cultural and
linguistic identity work of two white, monolingual
pre-service teachers initiated by their participation
in the course. Findings from interview and archival
data suggest that while teacher education grounded
in sociolinguistic research and principles can impact
teachers’ attitudes and practices towards linguistic
diversity, teacher education that engages a critical
approach to understanding language and ethnicity
can encourage teachers’ interrogation of their own
cultural and linguistic location and challenge
dominant standard language and colour-blind
ideologies.
Ukpokodu’s (2004) study explains the
mismatch between racially homogenous teachers
and students from increasingly diverse cultural
backgrounds. Current data on the teaching force in
the USA reveals that the prospective teaching
population is predominantly white, middle class,
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Vol-2, Issue-10, 2016
ISSN: 2454-1362, http://www.onlinejournal.in
monolingual, female, rural and suburban. The
impact of this has been well documented to include
lowered teacher expectation and teachers racialized
attitudes towards, and beliefs about students.
Numerous studies according to Ukpokudu indicate
that a majority of white pre-service teachers have
negative and racialized dispositions towards diverse
students.
Byrnes, Kiger and Manning (1997),
Youngs and Youngs (2001) assert that most
classroom teachers have minimal, if any training, in
adapting their curriculum and teaching practices to
meet the needs of linguistically diverse students.
Byrnes, Kiger nd Manning (1996, 1997) surveyed
169 teachers in three states and determined that the
most positive attitudes towards ELLs existed among
teachers who had participated in carefully organized
formal ELL training, had completed a graduate
degree and came from regions which were strong
and supportive.
In a similar study, Youngs and Youngs
(2001) surveyed 143 teachers regarding their
attitudes towards ELLs. Their findings suggested
that positive attitudes are more likely to be found
among teachers who have taken foreign language
courses, received some training in ELL education,
worked with a more diverse population, lived or
taught outside of the US.
There is evidence in research that teachers’
culture may affect their perception of diversity and
bilingual teachers are more positive towards
diversity. However, not much research has been
carried out on the relationship between teachers’
linguistic background (L1) and their attitudes
towards inclusion.
3. Methodology
3.1. Research Design
The study was a descriptive survey which
made use of qualitative and quantitative methods of
data collection. The target population for the study
consisted of all public general secondary school
teachers in Cameroon. The study made use of
probability and non-probability sampling
procedures. The random sampling technique was
used in selecting the regions and the schools. Out of
the 10 regions of Cameroon, four were selected
namely, the Littoral, Southwest, East and Extreme
North regions. From the four regions, 15 public
secondary schools were randomly selected and 500
teachers were selected using convenience sampling.
443 participants returned their questionnaire. 3.2
Data Collection
3.2. Instruments
A closed-ended likert scale questionnaire
and a focused group discussion were instruments for
data collection. The aim of both questionnaire and
Imperial Journal of Interdisciplinary Research (IJIR)
focused-group discussion was to investigate whether
teachers’ perception of teaching students with
special needs and disabilities was influenced by
their culture: English-speaking, French-speaking or
Bilingual (teachers who are proficient or function in
both languages). Therefore, the questionnaire which
appeared in both English and French contained a
series of 33 likert scale items representing the
cognitive attitude (items 1-8); emotional attitude
(items 9-20) and behavioural attitude (items 21-33)
derived partly from a review of Literature and the
Attitude Towards Inclusive Education Scale
(ATIES) by Wilczenski (cited in Subban and
Sharma, 2006) which was adapted to the study.
Participants were expected to rate items on a five-
point scale ranging from strongly agree to agree,
uncertain, disagree and strongly disagree. Each
point was given a value ranging from 5, 4, 3, 2, 1
respectively. The higher the value of the response
the more positive was the attitude towards that item.
The reliability estimates ranged from 0.83 to 0.85.
Eight teachers took part in the focused-group
discussion and the three categories of teachers were
represented. The focused- group discussion guide
was geared at finding out if perceptions of teachers
varied according to their linguistic background and
also to find out what teachers thought could be done
to improve on the implementation of inclusive
education. This was analyzed thematically while
data from the questionnaire were analyzed
inferentially using a t-test and ANOVA.
4. Statement of the Problem
The regulations for inclusion in Cameroon prescribe
placement of persons with disabilities and special
needs in regular schools as an initial step to
inclusion. For over two decades after regulations
were instituted, this has not been effective. Very few
students with disabilities and/or significant special
needs are found in secondary schools and many
eventually drop out. Without an education this
category of people will not be able to contribute to
their individual and societal development. Yet many
factors seem to have been retarding the effective
implementation of inclusive education amongst
which may be the perception of the teacher. The
teacher is the main actor in the implementation
process and without a positive attitude,
implementation may not be successful. Research has
identified resources, experience, training, type of
disability, gender as factors that affect teachers’
perception of inclusive education. However,
Cameroon’s dual educational systems, makes it
peculiar and unique. Therefore, amongst other
factors identified in literature as affecting teachers'
attitudes towards inclusion, culture may be a latent
but significant factor that may affect either teachers’
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Vol-2, Issue-10, 2016
ISSN: 2454-1362, http://www.onlinejournal.in

awareness, feelings and intentions towards Table 2: Teacher Linguistic Background and
implementing inclusive education. Attitudes
Std. Std.
5. Objective of the Study N Mean Deviation Error
The study aims at finding out if public Anglophone 151 3.2771 0.44923 0.03656
secondary school teachers’ attitudes towards the Francophone 68 3.2504 0.44933 0.05449
implementation of inclusive education are affected Bilingual 62 3.3641 0.41653 0.05290
by their culture.
Total 281 3.2899 0.44261 0.02640
5.1. Specific Objectives Table 3: ANOVA on Teachers’ Linguistic
Background and Attitudes towards Inclusive
Education
1. To find out if Anglophone, Francophone and
bilingual public secondary school teachers Sum of Mean
differ significantly in their attitude towards the Squares Df Square F
implementation of inclusive education Between
0.472 2 0.236 1.206
2. To find out if there is dissonance in the Groups
Within
attitudes of public secondary school teachers 54.381 278 0.196
Groups
towards the implementation of inclusive Total 54.853 280
education

5.2. Hypothesis From the Table 1above 239 participants

There is no significant relationship between
the linguistic background of public secondary
teachers and their attitudes towards inclusive
education.
6. Findings and Discussion
With regard to the focus group discussion
eight teachers took part. Teachers had similar
perceptions and did not seem to differ based on
culture or linguistic background. They were
generally positive towards inclusive education but
expressed constraints which need to be addressed.
Several mainstream educators view the philosophy
of inclusive education as an exciting challenge, the
stresses associated with its introduction being seen
as life-sustaining, enjoyable and beneficial
(Bernard, 1990). Discussions revealed that,
teachers’ perceptions will be more positive if the
following are strengthened: Awareness on inclusive
education (including the regulations in Cameroon),
Pre-service and in-service training on inclusive
education, Human and material resources for
inclusion (Personnel in special education and
material resources), improvement of working
conditions (e.g. increase in salaries) and
incompetence in handling all forms of disability.
Table 1: Teachers’ Linguistic Background
Frequency Percent
English 239 54.0
French 105 23.7
Bilingual 99 22.3
Total 443 100.0
were English-speaking, 105 were French-speaking
and 99 participants were Bilingual, bringing the
total number of participants to 443. Table 2 shows
the means of the three groups of teachers. The
number of participants (n) was identified as well as
the means of their responses. All three categories of
teachers are generally positive towards the
implementation of inclusive education. A total mean
of 3.2899 above the 2.500 cut off point confirms
this assertion. However, bilingual teachers were the
most positive towards inclusion while francophone
teachers were the least positive. Table 3 shows an
ANOVA carried out on the means to determine the
degree to which they were different. Results 0.301
(above the 0.05 level of significance) showed that
there was no significant difference. Therefore,
teachers do not differ significantly in attitude
towards inclusive education with respect to their
linguistic background, and so linguistic background
does not significantly influence teachers’ attitudes
towards inclusive education. As such the research
hypothesis is rejected and the null hypothesis is
accepted. There is no significant relationship
between teachers’ linguistic background and
attitudes towards inclusive education. This finding
differs with that of Creese (2014) where even
teachers who were bilingual had a negative attitude
towards diversity and that of Ukpokodu’s (2004)
where majority of white pre-service teachers had
negative and racialized dispositions towards diverse
students. However, the fact that bilingual teachers
are the most positive reveals similar results with the
findings of Garcia-Nevarez, Stafford and Arias
(2005) and Youngs and Youngs (2001) where
bilingual teachers and those who had taken foreign
language courses were open to teaching diverse
students.

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Imperial Journal of Interdisciplinary Research (IJIR)
Vol-2, Issue-10, 2016
ISSN: 2454-1362, http://www.onlinejournal.in
In this study inclusive education was not
limited to ethnic or linguistic diversity. It included
disabilities, behavior problems, linguistic problems
and other types of special needs. A possible
explanation of results in the context of Cameroon is
that whether a teacher is French-speaking, English-
speaking or Bilingual, their experiences are
common: the awareness, teaching conditions,
training and experiences are the same since they are
all trained in public secondary teacher training
institutions that offer a common programme with
the language of instruction being the only
difference. The participants, who were all practicing
teachers had not received any pre-service training
during initial training and very little has been done
in both systems to equip them with competencies.
Therefore, they may not differ significantly, in their
perception or disposition towards inclusion.
Working in the same context and governed by the
same policy may cause teachers of varied linguistic
backgrounds to have similar perceptions. This may
not be the same in other contexts where regulations
may differ from state to state or from district to
district. A closer look at the findings shows that the
bilingual teachers are the most positive. Language is
an aspect of culture. If a teacher is bilingual, he or
she is bicultural and therefore is in a better position
to handle linguistic and ethnic diversity more than a
monolingual teacher as revealed in Leach’s, (2005)
study.
Table 4: Various Components of Attitudes and
General Attitudes towards Inclusive Education
Attitude Std. Std
Components Mean Dev Error
Cognitive 3,.1383 0.53266 0.02644
Emotional 3.4380 0.66954 0.03620
Behavioral 3.2654 0.54048 0.02906
General
3.2899 0.44261 0.02640
Attitudes
From the Table above attitude was broken down
into three components: Cognitive, emotional and
behavioral. Teachers are positive in their cognitive
attitude (3.1383); emotional attitude (3.4380) and
behavioral attitude (3.2654). This brings about an
overall positive attitude of public secondary general
education teachers towards inclusive education
(3.2899). However, a closer look at the statistics
reveal that teachers are more positive in their
emotional attitude than in their behavioral and
cognitive attitudes, and they are least positive in
their cognitive attitude.
Imperial Journal of Interdisciplinary Research (IJIR)
A possible explanation of the result of the cognitive
attitudes (thoughts) which was measured mainly
through their awareness of the concept of inclusion,
regulations on inclusion, types of disability,
methods of teaching an inclusive class, is the fact
that generally teachers have not received training of
any kind towards the implementation of inclusive
education. Research reveals that lack of training
affects teachers’ attitudes towards inclusive
education (Shade and Stewart, 2001; Subban and
Sharma, 2006). This could either be in the cognitive,
affective or psychomotor component of attitude.
The fact that teachers’ knowledge of inclusive
education is not as positive as the emotional and
behavioral components may be explained by the fact
that teachers may not be very aware of the
complexity of implementing inclusive education.
7. Conclusion and Recommendations
Teachers are generally positive towards the
implementation of inclusive education and so they
need to be encouraged. Bilingual teachers are the
most positive towards inclusion. Unfortunately,
traditional teacher training programs have not
prepared educators to be effective in educating
bilingual special education students who may have
different language and cultural characteristics and
needs from the mainstream student.
Therefore, if teacher education institutions could
train more bilingual than monolingual teachers,
attitudes towards inclusive education may be
enhanced. Part 1, Section 5 of the 1998 law to Lay
Down Guidelines For Education in Cameroon
prescribes the teaching of national languages
(Tambo, 2003) and so teachers could go beyond
bilingualism in terms of the two official languages
to multilingualism. Language is an aspect of culture
and when a teacher is bilingual or multilingual
he/she can better handle diversity in the classroom.
However, it takes more that culture to equip
teachers with competencies. Since the barrier of
teacher attitude towards inclusive education is
minimal, knowledge about children with special
education needs should be passed on to teachers
during pre – and in-service training. This is
important in improving their self-efficacy in
implementing inclusive education (Alkhateeb,
2002). Teachers should be encouraged to carry out
action research to individually identify their
personal knowledge gaps on inclusive education.
This will help them know strategies that have
worked elsewhere thus reducing some anxieties.
Also, teachers should make adaptations where
necessary. The government should identify and put
in place the necessary human and material resources
for inclusive education. Special educators as well as
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Vol-2, Issue-10, 2016
ISSN: 2454-1362, http://www.onlinejournal.in
experts must be trained to diagnose the different
forms of disability and work in collaboration with
the general classroom teacher. Also, a number of
pilot schools should be identified and teachers in the
pilot schools may act as resource persons in other
schools by sharing their experiences on successful
strategies.
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