INFLUENCE OF GENDER AND QUALIFICATION ON THE ATTITUDE OF REGULAR SECONDARY SCHOOL TEACHERS TOWARDS STUDENTS WITH SPECIAL NEEDS

Authors

  • Maryann Ifeoma Joy Otunyo Department of Educational Psychology, Guidance and Counselling, Faculty of Education, Ignatius Ajuru University of Education, Port Harcourt, Rivers State, Nigeria
  • Victoria Wazor Ekom-Idorenyin Department of Educational Psychology, Guidance and Counselling, Faculty of Education, Ignatius Ajuru University of Education, Port Harcourt, Rivers State, Nigeria

DOI:

https://doi.org/10.46827/ejse.v0i0.2790

Keywords:

regular teachers, attitude, gender, qualification, special needs students

Abstract

The study investigated the influence of gender and qualification on the attitude of regular secondary school teachers towards students with special needs. The study adopted a descriptive research design. Two research questions and two null hypotheses guided the study. The population of the study comprised of all the regular secondary school teachers. A sample of 400 regular secondary school teachers was used for the study. The sample of the study was drawn with stratified sampling technique. The instrument for data collection was a questionnaire titled Attitude of Regular Secondary School Teachers towards Students with Special Needs Questionnaire (ARTTSWSNQ). The research questions were answered with simple percentage while Chi-square (x2) was used in testing the null hypotheses at 0.05 level of significance. The findings of the research questions revealed that the qualification of regular secondary school teachers does significantly influence their attitude towards students with special needs. In light of the discoveries of the investigation, the researchers made a few proposals among which is that: all regular secondary school teachers ought to go for proficient preparing pieces of training to keep them educated on ongoing procedures, aptitudes and techniques in teaching students with special needs.

 

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Published

2020-01-07

Issue

Vol 5, No 3 (2020)

Section

Articles

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