Teacher Attitudes and Perceived Preparedness Towards Inclusive Education in Kenya: We Are Somewhat Okay and Kind of Prepared

Educators’ Attitudes About Inclusive Education

Positive attitudes about educating students with and without disabilities in general classrooms are critical for the success and effectiveness of inclusive educational practices (Nishan & Matzin, 2020; Maria, 2013; Miller et al., 2020). As understood from a human rights perspective, inclusive education entails a difficult, context-relevant, dynamic process that is bolstered by stakeholders’ positive beliefs (Nishan & Matzin, 2020; Makoelle, 2020; Kefallinou et al., 2020). Specifically, teachers’ positive attitudes about inclusion can aid in navigation of the challenges inherent in inclusive educational practice (Nishan & Matzin, 2020). Teachers’ attitudes about inclusion are important to examine due to their potential impact on relationships with their students, an important influence on social and academic outcomes (Nishan & Matzin, 2020). Additionally, the importance of teachers’ attitudes toward inclusive education can be understood through the expectancy-value theory of motivation (Eccles et al., 1983; Wigfield & Eccles, 2000) and Bandura’s social cognitive framework (Bandura, 1986, 2001). Teachers’ attitudes about inclusion, especially the value they place on inclusion, their expectations about its difficulty and success, and their self-efficacy and perceived preparedness may impact both the quantity and quality of effort they invest in inclusion in their schools and classrooms (Miller et al., 2020).