RESEARCH PAPERS

TEACHERS' ATTITUDE TOWARDS INCLUSIVE CLASSROOM IN

KWARA STATE, NIGERIA

By

TOMORI ABDULFATAI ADEYINKA

Kwara State Ministry of Education and Human Capital Development, Kwara State, Nigeria.

Date Received: 27/02/2020 Date Revised: 12/03/2020 Date Accepted: 12/06/2020

ABSTRACT
The sample population for this study comprised 370 Junior Secondary School teachers in Kwara State. Simple random
sampling technique was used to select both the respondents and schools used for the study. The quantitative data were
collected through a 6-point Likert scale questionnaire. The data were analyzed using simple percentages and t-test
analysis. The results show that there is no significant difference between the attitude of female and male teachers
towards the inclusive classroom. The result shows that there is a significant difference between the attitude of teachers
from urban areas and those from rural areas towards the inclusive classroom.
Keywords: Attitude, Education 2030 Agenda, Inclusive Classroom, Teaching, Kwara State.

INTRODUCTION inclusive education in Nigeria has largely been achieved

Worldwide, there has been an emphasis on the need to
extend access to education for all. This has been verified
through many international conventions such as; the UN
Convention on the Right of the Child, 1989, the Salamanca
statement on special needs education, UNESCO, 1994,
and the UN international convention on the Right of the
Persons with Disabilities, 2000. Nigeria has, however, signed
and ratified the UN Convention on Rights of Persons with
Disabilities, Article 24 states that all schools must be
inclusive of, and accessible to all children including those
with disabilities. Besides, Nigeria is a signatory to the
Sustainable Development Goals (SDGs) of which Goal
number 4 is targeted that by the year 2030 all school-age
children, including those with disabilities, must have access
to qualitative, functional and effective basic education.
Moreover, the Nigeria National Policy on Education has
specifically made it that education must be inclusive at all
level. The implication of this is that all children, including
those with disabilities, must have the right to qualitative,
functional and effective basic education. The Nigeria
Universal Basic Education Act of 2004 also provides that
there should be free and compulsory basic education for
all school-age children. However, the implementation of
on paper rather than in practice (Ajuwon, 2008; Iwuamadi
& Mang, 2016). This is to say that some of the energy
dissipated on inclusive education by Nigerian education
scholars and policymakers is only on paper. Little or no
efforts have been made to make inclusive education work
in all our schools up till now. Not surprising that Nigeria still
holds the highest record for Out of School Children. The
population of Out-of-School children in Nigeria is at 10.5
million out of the 57 million in the world (Adebisi et al., 2014).
It seems governments at all levels in Nigeria have not
acquainted themselves enough with the global urgency
and exigency of the need to meet all-important Goal 4 of
SDG. There does not appear to be any concerted efforts on
the part of governments to take the SDGs seriously. Every bit
of Nigeria's education policy breaches the spirit and aims
of the SDG goal number 4. Since 1960, the country
education system has always been tailored to promote
exclusion rather than inclusion. The economic system of
Nigeria remains capitalism, hence, social services,
including education, are seen as non government
responsibility, education is seen as business and students
are seen as customers (Adetoun et al., 2016). The problems
are not limited to Nigeria alone, most of the African

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 RESEARCH PAPERS
countries see education as 'White Elephant' project. This
has posed great concerns to policy makers and
educational administrators. Thus, in the past three
decades, there has been a series of an international
debate on inclusive education.
In Nigeria, for instance, the awareness about inclusive
education is still at the infancy stage. Hence, the success of
the education of students with special educational needs
has been a big challenge to Nigerian educational
administrators and policymakers who are sceptical about
bringing both the normal and disabled children into the
same classroom for teaching and learning purpose.
Students with special educational needs are facing
different challenges ranging from and inadequate training
for teachers to handle a student with a disability
successfully, inflexibility in the course curriculum, classroom
size problems, bullying of children with disability, not given
children with disability the kind of attention they deserved
and social discrimination among peers. More importantly,
the unpreparedness and negative attitude of teachers
toward inclusive education have posed a great challenge.
Many researchers have investigated teachers attitude
towards inclusive education and most of them have come
up with a result that shows different teacher's attitude, either
negative or positive. For instance, researchers such as
Alharthi and Evans (2017); Omede and Momoh (2016);
Timothy et al. (2014); Buford and Casey (2012); Machi
(2007); have found unfavourable attitudes of teachers
towards inclusive education. Omede and Momoh (2016)
and Buford and Casey (2012) attributed the negative
attitude of teachers toward inclusive education because
of the teacher's lack of skill, and fear of handling such
students. However, there are many studies such as Oluremi
(2015); Walker (2012); Fakolade et al. (2017); and Khan
(2011) that have found favorable attitudes of teachers
towards inclusive education. Oluremi (2015) and Walker
(2012) give a reason for the teacher's positive attitude
towards inclusive education which they said it depends
upon teacher's efficacy, experience, training, adequate
flexibility in course curriculum and type of disability, and size
of the class among others.
Though the journey towards inclusive education in Nigeria
26 i-manager’s Journal on School Educational Technology, Vol. 15 l
has begun, yet its speed is too slow to be implemented in
every corner of the country (Ajuwon, 2008). For its
successful implementation, there is an utmost need to
explore more on teacher's attitudes toward inclusive
education because they are key service providers in
handling such students (Rakum, 2017; Sambo &Bwoi,
2015). Hence, the present researcher has attempted to
establish the nature of attitudes of junior secondary school
teachers towards inclusive education in the hope that the
results may be useful in the implementation of inclusive
education as it was reflected in the United Nations global
strategy of Education for All, as well as the Nigerian National
Policy on Education.
1. Premises for Inclusive Education in Kwara State, Nigeria
Kwara State Government has commenced a policy on
inclusive education. This policy, however, has remained
largely unimplemented as nearly all the public primary and
secondary schools in the state are not inclusive. Some of
the schools were never accessible to the children with
disabilities, despite that the populations of these children
who are out of school in the state have reached an
alarming level. According to Nigeria's current population
statistics, Kwara State is projected to have an average
population of about 270,000 children with different
disabilities. Out of this population, only an average of
10,000 is currently receiving some form of basic education
through the few special needs schools and inclusive units in
both public and private primary and secondary schools
and learning centres (Ademefun, n.d).
Kwara State currently has a total of seven registered Special
schools and learning centres (both Public and Private) for
children with disabilities with the combined enrollment
capacity of about 2000 pupils (Ademefun, n.d). In addition
to inadequate human, material and financial resources
most of the special schools lack modern basic
educational infrastructure. Besides, only a few are sited in
an urban area where social amenities are available. Some
of these schools/centres are located in distant (often hard-
to-reach) areas that lack basic infrastructures such as
electric power supply, good roads, health facilities, and
portable water. The obvious cause will be very exclusive
and inaccessible regular primary and secondary schools.
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This makes it impossible for children with disabilities to
attend schools within their locality closest to their residence
as other normal children. This has imposed the avoidable
hardship on most of these children as they have to travel
long distances to their school.
Further compacting this problem is the inadequacy and
non-implementation of an appropriate legal and policy
framework on inclusive education for children with
disabilities in the state. While Kwara state has developed a
good policy framework in this direction, there is little or no
effort at the implementation of inclusive basic education in
the state. However, good policy and legal frameworks are
necessary to serve as implementation guide especially
concerning statutory planning and budgeting, as well as
standard regulation especially concerning enforcement of
compliance, monitoring, and evaluation (Adebisi et. al.,
2014).
Another key causal factor is the low public awareness in the
state on issues of inclusive education especially among
public officials and policymakers, professionals, parents,
and other stakeholders which have made it difficult to
increase their interest and commitment to inclusive and
accessible basic education for children with disabilities. This
is also responsible for the inability of stakeholders to
collaborate effectively on how to make all public and
private primary and secondary schools inclusive and
accessible for children with disabilities (Ajuwon, 2008).
The unconcerned attitude of educational professionals
such as teachers, caregivers, social workers, and medical
practitioners among others has also made it difficult to
effectively implement inclusive basic education for
children with disabilities in the state (Fakolade et al., 2017).
This attitude might be as a result of their low capacity-
building opportunities through relevant academic and
professional training programs administered by tertiary
institutions (Iwuamadi & Mang, 2016). For instance, the
training of pre-service teachers is still not all-encompassing,
the training tends to focus on separate service delivery for
learners with special educational needs. The pre-service
training process does not view training in special needs as
an integral and important part of the general teacher
education curriculum. A situation that made most of the
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teachers lack in empathy and insight into the
phenomenological world of the learner with unique special
educational needs.
Hence, it results in teachers' nihilism attitude towards
students with disabilities as well as their acceptance in
mainstream schooling Thus, learners find themselves
physically present in the mainstream schools but their
special educational needs are not catered for. This has
resulted in the frustration of these learners due to their
inability to cope with academic work provided within the
framework of mainstream education. Consequently, they
would drop out of the school system and inclusive
education would be defeated.
1.1 Research Questions
·What are the teachers' attitudes toward inclusive
classrooms at the JSS level in Kwara State?
·Is there any significant difference between the attitude
of male and female teachers toward inclusive
classrooms?
·Is there any significant difference between the attitude
of urban and rural teachers toward inclusive
classrooms?
·Is there any significant difference between the attitude
of married and unmarried teachers toward inclusive
classrooms?
·Is there any significant difference between the attitude
of professional and unprofessional teachers toward
inclusive classrooms?
·Is there any significant difference between the attitude
of less and above 5 years of teaching experience
teachers toward inclusive classrooms?
1.2 Objectives of the Study
To determine the attitude of teachers towards inclusive
classrooms in Kwara State
·To find out the difference between the attitude of
female and male teachers towards inclusive
classrooms.
·To find out the difference between the attitude of
urban and rural college teachers towards teaching
profession.
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 RESEARCH PAPERS
·To find out the difference between the attitude of
married and unmarried teachers toward inclusive
classrooms
·To find out the difference between the attitude of
professional and unprofessional teachers toward
inclusive classrooms.
·To find out the difference between the attitude of
teachers with less and above 10 years of teaching
experience toward inclusive classrooms
1.3 Research Hypothesis
H01: There is no significant difference between the attitude
of female and male teachers towards inclusive
classrooms.
H02: There is no significant difference between the attitude
of urban and rural teachers towards inclusive classrooms.
H03: There is no significant difference between the attitude
of married and unmarried teachers towards inclusive
classrooms.
H04: There is no significant difference between the attitude
of professional and unprofessional teachers towards
inclusive classrooms.
H05: There is no significant difference between the attitude
of less and above 10 years of teaching experience
teachers towards inclusive classrooms.
2. Methodology
This study was carried out during the 2017/18 academic
session. The population for this study was comprised of all
junior secondary school teachers in Kwara state. Available
statistics show that there are 7903 teachers in a junior
secondary school in Kwara state (Kwara State Ministry of
Education and Human Capital Development, 2016). Using
the research advisor (2006) at a 95% margin of error and
5.0% confidence level, 370 was the suggested required
sample size for this population. Random sampling
technique was used to select the sample. The sample
consists of both male and female teachers. For this study, a
questionnaire was personally designed by the researcher
after a careful review of the related literature and it is titled:
"Teachers' Attitudes toward Inclusive Classroom
Questionnaire (TATICQ)". The instrument comprises of two
sections A and B. Section A focus on demographic data of
28 i-manager’s Journal on School Educational Technology, Vol. 15 l
the respondents which include information on gender,
location, marital status, educational qualifications, and
years of teaching experience while section B consists of 15
items on teacher's general attitude towards the inclusive
classroom.
Section B of the instrument has questions that require the
participants to indicate their level of disagreement or
agreement with the items on 6-point Likert-type scale
format of Strongly Disagree-1, Disagree-2, Not Sure but
tend to Disagree-3, Not Sure but tend to Agree-4, Agree-5,
and Strongly Agree-6. To determine the reliability of the
instrument, a test-retest approach was used. The instrument
was administered to forty (40) respondents and after three
weeks interval, the instrument was re-administered to the
same forty (40) respondents. The two sets of scores were
correlated using Pearson's Product Moment Correlation
formula which revealed a coefficient of 0.76 and was
adjudged good enough to carry out the study. The
average point is 1+2+3+4+5+6=21/6=3.5. Hence, the
mean for decision making will be 3.5. Scores from 3.5 and
above will be considered positive while scores below 3.5
will be considered negative. The analysis of both
quantitative and qualitative data was done in line with the
research questions. Percentages were used to analyse the
demographic data of the respondent while Means,
Standard deviation, rank order for the descriptive data.
While t-test was used to analyses the hypotheses
formulated for this work. All these statistical methods were
carried out through the use of Statistical Product and
Service Solution (SPSS) version 20.
From Table 1 it was shown that an overwhelming majority
(54.3%) of respondents were female teachers while
(45.7%) were male teachers. Also, 62.4% of the
respondents were married while the remaining 37.6% were
not married at the time of this research. The data in Table 1
also revealed that (54.9%) of respondents were living in the
urban area and 45.1% of the respondents were living in the
rural area. Furthermore, the data in the above Table 1
indicated that (53%) had their certificate in education
making them professionally trained teachers. However, the
same table shows that majority (58.6%) of the teachers has
worked for less than 10 years while the remaining 41.4%
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Variables Frequency
Gender of the respondents
Male 201
Female 169
Marital status
Married 231
Unmarried 139
Location of the respondents
Urban 203
Rural 167
Qualification of the respondents
Professional (With Teaching Background) 196
Unprofessional (Without Teaching Background) 174
Teaching experience (in years)
Less than 10 217
Above 10 153
Section A: Respondents' Demographic Information
Table 1. Demographic Information of the Participants (N = 370)
have worked for over 10 years.
Table 2 shows that the respondents gave a positive
response to items 2, 3, 4, and 5. The respondents also gave
a positive response to item 13, 14 and 15. The grand mean
of all respondents on all the statements of the TATICQ were
3.54. This mean indicates an attitude that falls between
response numbers 3 and 4, that was between "not sure but
tend to disagree" or "not sure but tend to agree", but leans
heavily towards 4, which pertains to the response "not sure
but tend to agree" on the questionnaire scale. A response
means which lent towards 3 would be closer to "not sure but
tend to disagree". Higher scores indicate more favorable
views towards the inclusive classroom.
2.1 Testing of H01
From Table 3, it can be observed that, although male
teachers recorded a higher mean score of 4.22 than the
mean score of 2.74 for female teachers. And since the
mean score of male teachers was higher than that of their
female counterparts, it follows that male teachers have a
more positive attitude towards the inclusive classroom than
their female counterparts. However, the difference in these
mean scores was not statistically significant at P>0.05. This
was because when considered the calculated f-value of
394.8 with its significant value of .000 which was less than
alpha value 0.05 (p < 0.05). Hence, the H01 was accepted
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Percentage and the researcher's H01 is retained; that is to say that, there
is no significant difference between the attitude of male
54.3 and female teachers towards the inclusive classroom.
45.7
2.2 Testing of H02
62.4 From Table 3, it can be observed that, although teachers
37.6 from urban areas recorded higher mean score of 3.63
than the mean score of 3.43 for teachers from rural areas.
54.9 This shows that teachers from urban areas have a higher
45.1
positive attitude towards inclusive classroom than teachers
from rural areas. However, the difference in these mean
53.0
scores was statistically significant at P>0.05. This is because
47.0
when considered the calculated f-value of 4.585 with its
58.6 significant value of .023 which is greater than alpha value
41.4 0.05 (p > 0.05). Hence, we cannot accept the H02; that is
to say that, there is a significant difference between the
attitude of teachers from urban areas and those from rural
areas towards the inclusive classroom.
2.3 Testing of H03
From Table 3, it can be observed that the mean score of
the married (4.10) is higher than that of teachers that are
unmarried (3.10) suggesting that teachers who are married
have a significantly more favorable attitude towards
inclusive classroom when compared to the single
participants. However, the difference in these mean scores
was not statistically significant at P>0.05. This is because
when considered the calculated f-value of 96.02 with its
significant value of .000 which is less than alpha value 0.05
(p < 0.05). Hence, the H03 was accepted and the
researcher's H03 is retained; that is to say that, there is no
significant difference between the attitude of married
teachers and those that are not married towards the
inclusive classroom.
2.4 Testing of H04
From Table 3, it can be observed that, although teachers
who were not professionally recorded higher mean score
of 3.75 than the mean score of 3.36 for teachers that were
professional with an education background. This means
that the non-professional qualified teachers tend to have a
higher favorable attitude towards inclusive classroom than
professionally qualified teachers. However, the difference
in these mean scores was not statistically significant at
P>0.05. This is because when considered the calculated f-
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 RESEARCH PAPERS

s/n Item Statements X SD Dec

1 I believe any teacher should be able to teach in any type of 3.45 1.931 Negative
classroom setting
2
I will accept inclusion if it is introduced in ou rschool system 3.75 1.745 Positive
3 I believe that severely disabled students can succeed in 3.53 1.861 Positive
an inclusive classroom
4 Teaching students with disabilities is better done by special 1.694 Positive
3.55
education teachers than by general education teachers
5 I believe the academic expectations should be the same for 3.55 1.748 Positive
all students
6 A student with a disability will likely exhibit behaviour problems 3.53 1.769 Positive
in a general classroom
7 The behaviour of students with disabilities will set a bad 3.42 1.836 Negative
example for students without disabilities
8 Integration offers mixed group interaction that will foster 3.46 1.829 Negative
understanding and acceptance of differences among students
9 Isolation in a special classroom has a beneficial effect on the 3.36 1.771 Negative
social and emotional development of the student with a disability
10 I believe that inclusion will be beneficial for all students 3.32 1.963 Negative
11 The classroom behaviour of the student with a disability generally 3.40 1.920 Negative
does not require more patience from the teacher than does the
classroom behaviour of a student without a disability
12 Students with disabilities should be given every opportunity to 3.37 1.702 Negative
function in the general classroom where possible
13 Integration of the student with a disability will not promote his 3.89 1.594 Positive
or her social independence
14 The presence of students with disabilities will not promote 3.78 1.504 Positive
acceptance of difference on the part of students without disabilities
15 My workload will increase if I have students with disabilities in my class 3.75 1.522 Positive
The grand mean = 3.54

Table 2. Mean Score Showing the Response of Teachers on Their Attitude Towards Inclusive Classroom (N = 370)

Group Variables N Mean SD F Sig. Remark recorded higher mean score of 3.89 than the mean score
Gender Male 201 4.22 .884 394.895 .000 NS**
3.05 for teachers with above 10 years working experience.
Female 169 2.74 .936 This shows that teachers who are having work experience
Location Urban 203 3.63 1.203 4.585 .023 S* less than 10 years tend to have a higher favorable attitude
Rural 167 3.43 1.119 towards the inclusive classroom than teachers with above
Marital Status Married 231 3.20 1.064 96.019 .000 NS**
10 years of working experience. However, the difference in
Unmarried 139 4.10 1.122
these mean scores were not statistically significant at
Qualifications Professional 196 3.36 1.139 17.680 .000 NS**
Unprofessional 174 3.75 1.169
P>0.05. This is because when considered the calculated f-
Teaching Less than 10 Yrs. 217 3.89 1.117 85.870 .000 NS** value of 85.87 with its significant value of .000 which is less
Experience
Above 10 Yrs. 153 3.05 1.061 than alpha value 0.05 (p < 0.05). Hence, the H05 was
* Significant at 0.05 level, ** Not Significant at 0.05 level. accepted and the researcher's H05 is retained; that is to
say that, there is no significant difference between the
Table 3. Showing Significant Differences Between Variables
attitudes of teachers having less than 10 years and those
value of 17.68 with its significant value of .000 which is less
above 10 years teaching experience towards inclusive
than alpha value 0.05 (p < 0.05). Hence, the H04 is
classroom.
accepted and the researcher's H04 is retained; that is to
say that, there is no significant difference between the 3. Discussion of Findings
attitude of professional teachers and those that are not The major findings of this study revealed that the teachers'
trained teacher towards the inclusive classroom. attitude towards inclusive classroom in Kwara State is
2.5 Testing of H05 neither satisfactory or average. It was found that there is no
significant difference between the attitude of female and
From Table 3, it can be observed that, although teachers
male teachers towards the inclusive classroom. It is also
who are having work experience less than 10 years

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 RESEARCH PAPERS
found that the attitude of male teachers has a positive
attitude towards inclusive classroom more than their
female counterpart. This is in contrary to Fakolade, et al.
(2017) submission that female teachers have higher
positive attitude towards inclusive classroom more than
their male counterparts. This contradiction may be due to
the timing interval of the study.
The present study indicates that there is a significant
difference between the attitude of urban and rural
teachers towards the inclusive classroom. It is also found
that the attitude of teachers from urban areas recorded
higher positive attitude towards inclusive classroom more
than teachers from rural areas. The present study indicates
that there is no significant difference between the attitude
of married and unmarried teachers towards the inclusive
classroom. It was also found that the Unmarried teachers
have a positive attitude towards inclusive classroom more
than that are married teachers .
However, it is found that there is no significant difference
between the attitude of professionally trained teachers
trained and those who are not towards the inclusive
classroom. It is also found that teachers who are not
professional recorded higher positive attitude towards
inclusive classroom than teachers that are professional with
an education background. This finding, once again, is in
contrary to that of Fakolade et al. (2017) finding that a
professionally qualified teacher tends to have a more
favorable attitude towards the inclusion of special need
students than the non-professional qualified teachers.
The last findings of this study revealed that there is no
significant difference between the attitudes of teachers
having less than 10 years and those having above 10 years
of teaching experience towards inclusive classroom. It is
also found that teachers who are having work experience
less than 10 years recorded higher positive attitude towards
inclusive classroom more than teachers with above 10
years of working experience. Tl need students more than
teachers that are married.
3.1 Educational Implications
·Inclusive classroom agendas should be concerned
with recognizing all forms of exclusion and barriers to
learning within national policies, tribes, educational
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No. 4 l
institution, religion, cultures, and communities to
remove them to achieve education 2030 agenda.
·Also, it has implications for redirecting teachers'
attitudes towards inclusive classroom positively.
Consequently, successful inclusion for children with
special needs in regular classrooms needs the positive
attitudes of teachers through systematic programming
within the classroom.
Conclusion
This study suggests that the attitude of teachers towards
inclusive classroom must be tested on some other
variables such as pay structure, family background, class
size, and subject the teacher teaches, among others. Also,
similar studies can be conducted by taking a large sample
of teachers from other parts of the country. Finally, further
studies should be done at various levels of education in
Nigeria; this will assist in achieving education 2030 agenda.
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ABOUT THE AUTHOR

Tomori Abdulfatai Adeyinka is working as Education Officer II in the Planning, Research and Statistics Department, Kwara State
Ministry of Education and Human Capital Development, Ilorin, Kwara State, Nigeria. He holds a Masters' in Banking and Finance
and a Bachelor of Science in Economics Education. He is an Associate, Institute of Chartered Economist of Nigeria (ICEN) and
Institute for Operation Research of Nigeria (INFORN). He is a research development expert, on which he has authored and co-
authored few academic papers, as well as contributing to many books.

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