Ghanaian teachers: competencies perceived as important for inclusive education

Abstract

The study aimed to explore the teaching competencies teachers in Ghana perceived as important to their teaching in inclusive classrooms. Using a quantitative research approach, 163 regular school teachers from two geographic regions of Ghana completed a 14-item questionnaire titled Perceived Competencies for Inclusive Teaching Scale and an open-ended question about the supportive resources they require to be effective in their classrooms. Descriptive statistics, ANOVA and t-tests were used to analyse the data and the results showed that Adapting Instructional Materials, Behaviour Management, among others were important competencies. Teachers in multigrade classrooms considered particular skills are important, reflecting their challenging roles. The respondents also identified the availability of teaching materials, support teachers, more training as key support resources, which will enhance their effectiveness in the classroom. We discuss the implications for future teacher training.