Teachers’ Attitudes Towards Inclusive Education: a Study of BASIC Schools in Kumasi Metropolis, Ghana

目录

DEDICATION

致谢

ABBREVIATIONS/ ACRONYMS

CHAPTER ONE: INTRODUCTION

1.1Background to the Study

1.2 Statement of the Problem

1.3 Purpose of the Study

1.4 Objectives of the Study

1.5 Research Questions

1.6Significance of the Study

1.7 Definition of Terms

CHAPTER TWO: LITERATURE REVIEW

2.1 Introduction

2.2 The Theoretical Framework that guided this study

2.3 Teachers’self-efficacy for inclusive practices

2.4 Inclusive education in the world

2.5 Inclusive education in Ghana: historical perspective, policies and practices

2.6 Influential factors of inclusionary attitudes

2.7 Teacher Sensitivity

2.8 Summary of the Literature Review

CHAPTER THREE: METHODOLOGY

3.1 Introduction

3.2 Research Design

3.3 Setting/Environment of study

3.4 Population of the study

3.5 Sample and Sampling procedure

3.6 Research instruments

3.7 Data collection procedure

3.8 Data analysis

3.9 Ethical Consideration

3.10 Relationship of the study

3.11 Hypothesis

CHAPTER FOUR: RESEARH ANALYSIS PRESENTATION

4.1 Overview

4.2 Response Rate, Data Screening and Bio-Data of Respondents

4.2.1 Bio-Data of Respondents

4.3 Exploratory Factor Analysis (Principal Component Analysis With Varimax Rotation).

4.3.1 Rotated component, Communalities and MSAs

4.3.2 Comfirmatory factor analysis (CFA)

4.4 Reliability Test

4.5 Testing Hypotheses

4.5.1 Regression

4.5.2 Mediation Analysis

4.6 Teachers’ responses from the interview

CHAPTER FIVE: DISCUSSION OF THE FINDINGS

5.2 Discussion

CHAPTER SIX: CONCLUSION, RECOMMENDATIONS AND APPLICATION

6.1Conclusion

6.2 Delimitations of the study

6.3 Limitations to the study

6.4 Recommendations

6.5 Suggestion for further studies

6.6 Practical application

APPENDICES

Appendix Ⅰ:Consent Statement

Appendix Ⅱ: Questionnaires for Teachers

Appendix Ⅲ: Interview Guide for Teachers

参考文献

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