Role of teachers in implementation of inclusive education: The case study of Songea municipal council

Abstract

Although the government of Tanzania has been implementing inclusive education strategy to include the marginalized pupils, some pupils with special needs are still not accommodated as their encounter parts. Among many other important stakeholders, it is assumed that teachers are the key resource persons. This study therefore aims to explore role of teachers in terms of attitude about integrating inclusive education in schools. The study also intends to identify challenges encountered by teachers, examine the enrollment of pupils with special needs as well as identify capacity building strategies among teachers to enhance inclusive education. This study employed mixed approach whereby, interview guides in conjunction to documentary review, observation guide, and questionnaires used to collect data. 30 respondents from Luhira, Subira, and Mfaranyaki inclusive primary schools, and Municipal Education Department were involved. While quantitative data were analyzed using Microsoft Excel, qualitative information were manually analyzed using content analysis in which codes, meaning and patterns were systematically developed from transcribed interviews based on the study objectives, and literature reviewed. The findings reveled a variation of teachers‟ attitudes on perceived efficacy items about integrating inclusive education. Besides, the implementation of inclusive education in Tanzania is still facing some challenges support from administrative officers; teachers‟ motivation; as well as professional development for teachers to work inclusively. With regards to enrollment, there are no proper records of students with special needs in inclusive classes in the selected schools and favoritism in gender and type of disabilities in enrollment. In terms of strategies, lack of guideline in schools and Municipal Education Department. This study recommended among many others; Supportive policy, teaching and learning environment, and responsive strategies as per Education 2030 UNESCO declaration and teachers training. More studies on leadership in implementation of inclusive education should be done in other districts and schools