Teacher Variables and Implementation of Inclusive Education in Ikom Education Zone of Cross River State, Nigeria

Abstract

The thrust of this study was to determine teacher variables and implementation of inclusive education in Ikom Education Zone of Cross River State, Nigeria. To achieve the purpose of this study, two hypotheses were formulated to guide the study. Survey research design was adopted for the study. A sample of one hundred and sixty (160) respondents was selected through accidental sampling technique. Questionnaire  was the instrument used for data collection. The instrument was subjected to face validation by experts in measurement and evaluation in the Faculty of Education, University of Calabar. One-Way Analysis of Variance (ANOVA) and independent t-test analysis were the statistical analysis techniques adopted to test the hypotheses under study. Each hypothesis was tested at .05 level of significance. The result of the analysis revealed that teacher training and teacher attitude significantly influence the implementation of inclusive education in the study area.