Inclusive education in Zimbabwe
An assessment of teachers' self‐efficacy and attitudes in Masvingo
Bibliographic Data
| ID | 7890799 |
|---|---|
| Authors | Jonathan Chitiyo (0000-0003-2891-5264, University of Pittsburgh Bradford Bradford Pennsylvania USA, corresponding author), Kinsey Simone (0000-0002-8284-1502, Tennessee Technological University Cookeville Tennessee USA), Edson Muresherwa (University of the Free State Bloemfontein South Africa), George Chitiyo (0000-0002-0264-6513, Tennessee Technological University Cookeville Tennessee USA), Morgan Chitiyo (0000-0002-7428-956X, University of North Carolina Greensboro USA) |
| Year | 2025 |
| Volume | 25 |
| Issue | 1 |
| Pages | 132-144 |
| Publication date | 2025-01-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Research in Special Educational Needs (JOURNAL) |
| Journal identifiers | ISSN: 1471-3802 • E-ISSN: 1471-3802 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/1471-3802.12716 |
| OpenAlex | W4401929763 |
| Language | EN |
| Citations received | 4 |
| References cited | 39 |
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
Mainstreaming · Medical education · Pedagogy · Political science · Professional development · School teachers · Special education · Collaborative Teaching and Inclusion · Disability Education and Employment · Inclusion and Disability in Education and Sport · Medicine · Psychology
Effects of inclusion on students with and without special educational needs reviewed
Evidence-Based Interventions in Schools
Turning difficulties into possibilities
Factor Analysis as a Tool for Survey Analysis
Karanga Traditional Medicine And Healing
The adequacy of response rates to online and paper surveys
Inclusion in Mexico
Understanding the causes and management of problem behaviour in Zimbabwean schools
Parent and teacher perceptions of inclusive education in Zimbabwe
Perceptions of ‘inclusion’ and perceived preparedness among school teachers in Sri Lanka
Teacher Key Competencies for Inclusive Education
Inclusive Education for Learners With Disabilities in Botswana Primary Schools
| Citations per year | 2 |
|---|---|
| Citation span | 2024 - 2026 (3) |
| Highly cited | No |