Developing teachers' competency for inclusive education in Ethiopia.

Abstract

Background: In light of the increasing diversity within school populations globally, a pressing need arises for nations to prioritise the enhancement of teachers' competencies in implementing inclusive education, recognising the central role teacher education programmes play in addressing this imperative. Teacher education programmes centred on inclusion not only respond to this global priority but also wield influence on teachers' attitudes, self-efficacy and stress levels when engaging with diverse learners.

Objectives: The study presents an analysis of the effectiveness of a teacher education programme in Ethiopia in developing teachers' competencies for inclusion.

Method: Using a sequential explanatory mixed-methods research design, involving 159 teachers, data were collected through questionnaires (n = 152) and individual interviews (n = 7). Quantitative data were analysed using SPSS, and qualitative data underwent thematic analysis. This approach ensures a nuanced examination of the research question with precision and depth.

Results: Findings highlight challenges in the Ethiopian teacher education system, revealing a significant lack of provision of sufficient knowledge to empower teachers to understand inclusion. The inadequacy extends to the influence on teachers' attitudes towards inclusion, as well as the insufficient exposure to practical, hands-on experiences essential for addressing diverse learning needs.

Conclusion: The challenges faced by teacher training in Ethiopia, evident in its struggle to align with global standards for supporting teachers in implementing inclusive education, necessitate urgent and substantial reforms.

Contribution: Addressing the gaps in understanding inclusion, fostering positive attitudes and enhancing practical experiences necessitating a comprehensive overhaul of teacher education curricula and practices.