IN-SERVICE TEACHER’S PERCEPTION TOWARDS INCLUSIVE EDUCATION: VARIATION BY GENDER, PLACE OF RESIDENCE, EDUCATIONAL QUALIFICATION AND TEACHING EXPERIENCE

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International Journal of Management (IJM)
Volume 10, Issue 2, March–April 2019, pp.200-209, Article ID: IJM_10_02_021
Available online at https://iaeme.com/Home/issue/IJM?Volume=10&Issue=2
ISSN Print: 0976-6502 and ISSN Online: 0976-6510
DOI: 10.34218/IJM.10.2.2019.021
© IAEME Publication Scopus Indexed
IN-SERVICE TEACHER’S PERCEPTION
TOWARDS INCLUSIVE EDUCATION:
VARIATION BY GENDER, PLACE OF
RESIDENCE, EDUCATIONAL QUALIFICATION
AND TEACHING EXPERIENCE
Dr. R.D. Padmavathy
Assistant Professor, Department of Education,
Tezpur University (A Central University), Assam, India
ABSTRACT
The present study focus on determine the in-service teacher’s perception levels
towards inclusive education and its dimensions and to compare the in-service teacher’s
perception levels towards inclusive education with respect to gender, place of residence,
educational qualification, and years of teaching experiences. Researcher adopted
descriptive survey research design and convenience sampling method to collect data
from thirty five (35) in-service teachers working in Kendra vidhyalaya Sangathan
participated in the in-service teacher training programme conducted Kendra
Vidhyalaya School, Tezpur handling English subject are the sample of the study. To
collect the data “Teacher attitude scale towards inclusive education” developed and
standardized by Dr. Sood V. & Dr. Anand Aarti was used. Mean, Standard Deviation
and 't' test are used to analyze the data. The findings of the present study showed the
majority (42.8%) of in-service teachers working in Kendriya Vidyalaya Sangathan have
the most favorable perception towards inclusive education and its different aspects
namely psychological /behavioral, social and parents related, curricular and co-
curricular and administrative. In service teacher’s perception towards inclusive
education is significantly different based on gender and varying length of their teaching
experience and no significant difference exists based on place of residence and
educational qualification.
Key words: Inclusive Education, In service teachers, Perception, Educational
Qualification, Teaching Experience.
Cite this Article: R.D. Padmavathy, In-Service Teacher’s Perception Towards
Inclusive Education: Variation by Gender, Place of Residence, Educational
Qualification and Teaching Experience, International Journal of Management (IJM),
10(2), 2019, pp. 200-209.
https://iaeme.com/Home/issue/IJM?Volume=10&Issue=2

In-Service Teacher’s Perception Towards Inclusive Education: Variation by Gender, Place of
Residence, Educational Qualification and Teaching Experience
1. INTRODUCTION
The sixth all India educational survey reported that out of 200 million school going students of
age group 6 to 14 years 20 million students are in need of special education(NCERT,2000). The
government of India regulated the Persons with disabilities Act,1995 (PWD Act) with the aim
to consummate the goal of allocating access to free education in the proper environment to all
students with disabilities till age of eighteen years. The act endorses the integration of learners
with disabilities in mainstream schools. As rightly pointed out by Goutham Patra(2017) in his
work “Inclusive Education in India and Its Present Perspectives' ' that “seventy-eight percent of
Indian population lives in rural areas without provision for special schools. Therefore, steps
from all concerned need to be taken to make mainstream schools inclusive and the central and
state governments have to train their teachers to manage inclusive classrooms.The principle of
inclusive education was adopted at the “World Conference on Special Needs Education: Access
and Quality” (Salamanca, Spain 1994) and was restated at the World Education Forum (Dakar,
Senegal 2000).
In the present scenario all the schools started inclusion of children with special needs in the
regular stream. Attending these types of children with special needs is possible only when the
teacher has the correct perception towards inclusive education. To promote the positive attitude
towards inclusive education among the in-service teachers in a school are arranging training
programmes. Increasing awareness about inclusive education among the in-service teachers
helps to enhance their ability, improve confidence to handle, assimilate and accommodate the
learner’s diverse needs. Empirical studies showed teachers' attitude or perception towards
inclusive education plays a dominant role in the successful implementation of inclusion. Studies
of “Singh (2001), Jha (2002) and Mastropieri & Scruggs (2004) indicated that the majority of
the teachers who were participating in inclusive programs had strong negative feelings about
inclusion”-Rathee (2017). Available researches do not have adequately focused to address the
true narration of the scenario. This made the researcher conduct a study of this nature “In-
service teacher’s perception towards Inclusive education: Variation by gender, place of
residence, educational qualification and teaching experience” by taking in-service teachers
participating in inclusive programs.
1.1. Inclusive Education
According to Rafferty, Boettcher & Griffin (2001), inclusion refers to ‘the process of educating
children with disabilities in the regular education classrooms of their neighborhood schools.
The schools they would attend if they did not have a disability and provide them with the
necessary services and support’. Parallel to the development towards including pupils with
disabilities into regular schools the terminology to denote those pupils changed. The Warnock
Report (Warnock, 1978) suggested moving the focus away from handicaps and disabilities and
replacing these with the term ‘Special Educational Needs’. Thus, the focus shifted away from
the pupil’s disability to the special needs the pupil has in education. Significant number of
disabled children and youth are largely excluded from educational opportunities for primary
and secondary schooling. How the learning in the classroom of varied ability students will be
successful and effective is a challenge before today’s education system. By producing excellent
curricula and preparing quality teachers through teacher education institutions is the perfect
solution for the successful inclusive education”- Pandit and Kaur(2018).

R.D. Padmavathy
2. LITERATURE REVIEW
2.1. Researches on the understanding various levels of attitude towards inclusive
education
The studies conducted empirically indicated that teachers had a positive attitude towards
inclusive education (Kuyini & Desai, 2006 ; Avramidis and Norwich 2010; Belapurkar &
Phatak 2011; Rahamanand and Sutherland 2012; Dukmak & Ain, 2013; Ridarickand and
Ringlaben, 2013; Mahajan,2015; Mamgain,2015; Tripathi & Kapri, 2019; Prasanna and
Radha,2019; Dimitrios,et al. ,2018. Mahajan,(2015) found teachers attitude towards inclusive
education is above average favorable, Moti(2016) reported primary school teachers had
predominantly neutral attitude towards inclusive However studies conducted by Wishart 2007;
El-Ashry 2009; Boer & Piji, 2011; Belapurkar and Phatak, 2011 reported teacher had negative
attitude/ low favourable attitude towards inclusive education.
2.2. Researches on the influence of gender on attitude towards inclusive education
Many researchers attempting to determine the attitude towards inclusion are not gender specific.
Studies found that there was no statistically significant difference between teachers attitude
towards inclusive education (Mdikana,et al. 2007, Bek at al., 2009, Cagney, 2009, Gyimah,et
al.,2010;Seçer, 2011, Sutherland ,2012; Çolak & Çetin, 2014; Mamgain ,2015; Orakci et
al.,2016; Moti at al.,2016; Tripathi & Kapri, 2019.
However studies on other hand showed there exists significant difference in teachers'
attitude towards inclusive education based on gender Mahajan,2015; Parkash and Hooda,2016;
; Prasanna and Radha (2019); and Tripathi & Kapri, 2019.
As for the studies concerning which gender influence more, studies reported female
teachers shows more favorable/positive attitude towards inclusive education than their male
counterpart Avramidis et al.2001; Leyser and Tappendorf ,2001; Gyimah 2006 ;Alver (2011);
Tripathi & Kapri, 2019 and on the other hand researches found male teachers showed more
favorable attitude towards inclusive education than female counter parts Dukmak and Ain
(2013); Singh (2018).
2.3. Researches on the influence of Place of Residence on attitude towards
Inclusive education
Mahajan(2015) found there is no significant difference based on place of residence . Parkash
and Hooda(2016); Moti at al.,2016 found there exists significant difference between attitudes
of rural & urban primary/ secondary school teachers towards inclusive education . Parkash and
Hooda(2016); Tripathi & Kapri, 2019 found urban primary/ secondary school teachers are
having more attitude towards inclusive education
2.4. Researches on the influence of educational qualification on attitude towards
inclusive education
LallianzualiFanai, et al.(2019) found significant differences between graduate and post
graduate teachers in their attitude towards inclusive education.
2.5. Researches on the influence of varying length of teaching experiences on
attitude towards inclusive education
Teachers' years of teaching experience were found to influence their attitudes towards
educational inclusion, as when the teachers' years of experience increase their attitudes towards
inclusion become less positive Dukmak and Ain (2013). Moti et al.,2016 Rathee,2017; Pandit

and Kaur (2018) found school teachers do not differ significantly on this issue in relation to
their professional experience.
3. OBJECTIVES OF THE STUDY
The following objectives were proposed
• To study the in-service teacher’s perception levels towards inclusive education and its
dimensions
• To compare the in-service teacher’s perception levels towards inclusive education with
respect to gender, place of residence, educational qualification, and years of teaching
experiences
4. RESEARCH HYPOTHESES OF THE STUDY
The following hypotheses were formulated based on the objectives
• In-service teacher’s do not have high favourable perception towards inclusive education
• There will be no significant difference among in-service teacher’s perception levels
towards inclusive education with respect to gender, place of residence, educational
qualification, and years of teaching experiences
4.1. Methods and Materials
In the present study researchers used descriptive survey research design. To measure the
perception of in-service teachers' attitude towards inclusive education researchers used the
standardized research instrument “Teacher attitude scale towards inclusive education”
developed by Dr. Sood V. & Dr. Anand Aarti.
4.2. Participants of the study
In this study convenience sampling technique is used. Thirty five (35) in-service teachers
working in Kendra vidhyalaya Sangathan participated in the In-service teacher training
programme conducted at Kendra Vidyalaya sangathan School, Tezpur handling English
subjects are the sample of the study.
5. DATA ANALYSIS AND INTERPRETATION
In this study, the statistical techniques Mean, Standard Deviation and 't' test are used and the
results are presented below. The biographical details of the respondents such as gender, place
of residence, educational qualification and teaching experience are given in Table 1:
Table 1 Showing Respondents biographical Profile
Variables Subgroups Percentage Variables Subgroups Percentage
Gender Male 57 Place of
Residence
Urban 49
Female 43 Rural 51
Educational
Qualification
B.A.B.Ed 46 Teaching
Experience
(in years)
less than 15 54
M.A.B.Ed
54
more than15
46
As it is seen in Table 1, in this study 57% of male in-service teachers and 43 % female in-
service teachers participated. Concerning the place of residence 49% of in-service teachers are
from urban areas and 51% are from rural areas. Educational qualification wise 46% of in-
service teachers completed B.A.B.Ed and 54% of in-service teachers completed M.A.B.Ed.

R.D. Padmavathy
Regarding varying length of teaching experience in schools 54 % of in-service teachers have
less than 15 years and 46% of in-service teachers have more than 15 years of experience.
H1: In-service teachers do not have high favourable perception towards inclusive
education
Table 2 Showing the in-service teacher’s perception levels towards inclusive education
Inclusive Education and its
aspects
Perception level–Mean Score ( Samples Percentage)
Moderate Above Average Most favourable
Psychological /Behavioural 101(22.8) 111.29(20) 118.05(54.2)
Social and parents related 106(22.8) 112.91(31.4) 118.38(45.7)
Curricular and
Co-curricular
104.25(22.8) 111.08(37.1) 119.05(40)
Administrative 106.50(17.1) 111.67(34.2) 115.82(48.6)
Over all Perception level 99.58(25.7) 113.18(31.4) 120.47(42.8)
Figure 1 Bar graph showing the in-service teacher’s perception level towards inclusive education
As seen in Table 2 and figure 1, comparing the mean score revealed the truth that the
majority of the in-service teachers have the most favourable perception towards inclusive
education. Hence the hypothesis is rejected. It is concluded that 42.8% in-service teacher’s of
have most favourable perception levels towards inclusive education, 31.4% have above average
level of favourable and 25.7% in-service teacher’s of have moderate favourable perception
levels towards inclusive education. In-service teachers have the most favourable perception
towards the different aspects of inclusive education namely psychological /behavioural, social
and parents related, curricular and co-curricular and administrative.
0
50
100
150 Moderate Above Average Most favourable

H2: There will be no significant difference among in-service teacher’s perception levels
towards inclusive education with respect to gender, place of residence, educational
qualification, and years of teaching experiences
Table 3 Showing in-service teacher’s perception towards inclusive education with respect to gender,
place of residence, educational qualification, and years of teaching experiences
Perception levels towards
inclusive education
N Mean S.D t-value LS*
Gender Male 20 109.90 10.39
2.278 0.029
Female 15 116.67 5.65
Place of
Residence
Urban 17 111.89 10.31
0.596 0. 555
Rural 18 113.76 8.09
Educational
Qualification
B.A.B.Ed 16 112.19 10.62
0.356 0.724
M.A.B.Ed 19 115.32 8.10
Teaching
Experience
(in years)
less than 15 19 115.53 6.69
1.988 0.045
more than 15
16 109.56 10.87
* level of significance
As can be seen from the above Table 3, the mean and S.D of in-service teacher’s perception
towards inclusive education is 109.90, 10.39 and 116.67, 5.65 respectively. The calculated t-
value of in-service teacher’s perception towards inclusive education with respect to gender is
2.278 with df 33. the corresponding p-value is 0.029 which is less than 0.05 level. Hence the
null hypothesis is rejected and concludes that the male and female in-service teachers'
perception towards inclusive education is significantly different. Comparing the mean score
shows female in-service teachers shows more favourable perception towards inclusive
education than male in-service teachers.
With regards to place of residence influence on in-service teachers perception towards
inclusive education, the mean and S.D of in-service teacher’s perception towards inclusive
education is 111.89, 10.31 and 113.76, 8.09 respectively. The calculated t-value of an in-service
teacher’s perception towards inclusive education with respect to place of residence is 0.596
with df 33, the corresponding p-value is 0.555 which is greater than 0.05 level. Hence the null
hypothesis is accepted and concluded that the in-service teacher’s from urban and rural setting
perceptions towards inclusive education are not significantly different. Comparing the mean
score shows in-service teachers from rural settings show more favourable perception towards
inclusive education than in-service teachers from urban settings.
With regards to educational qualification influence on in-service teachers perception
towards inclusive education, the mean and S.D of in-service teacher’s perception towards
inclusive education is 112.19, 10.62 and 115.32, 8.10 respectively. The calculated t-value of an
in-service teacher’s perception towards inclusive education with respect to educational
qualification is 0.356 with df 33, the corresponding p-value is 0.724 which is greater than 0.05
level. Hence the null hypothesis is accepted and concludes that the in-service teacher’s
perception towards inclusive education is not significantly different based on the qualification
whether B.A.B.Ed or M.A.B.Ed. Comparing the mean score shows in-service teachers having
M.A.B.Ed shows more favourable perception towards inclusive education than in-service
teachers having B.A.B.Ed.
With regards to varying length of teaching experiences influence on in-service teachers
perception towards inclusive education, the mean and S.D of in-service teacher’s perception
towards inclusive education is 115.53, 6.69 and 109.56, 10.87respectively. The calculated t-
value of in-service teacher’s perception towards inclusive education with respect to varying

R.D. Padmavathy
length of teaching experiences is 1.988 with df 33. the corresponding p-value is 0.045 which is
less than 0.05 level. Hence the null hypothesis is rejected and concluded that the in-service
teachers having less than 15 years and more than 15 years of teaching experience perception
towards inclusive education is significantly different. Comparing the mean score shows in-
service teachers having less than 15 years teachers shows more favourable perception towards
inclusive education than in-service teachers in-service teachers having more than 15 years of
teaching experience.
6. MAJOR FINDINGS AND DISCUSSION
Attitude levels of in-service teacher perception towards inclusive education
The present study found the majority(48%) of the in-service teachers have the most favourable
perception towards inclusive education and the different aspects of inclusive education namely
psychological/behavioural, social and parents related, curricular and co-curricular and
administrative. The findings of the present study confirms the studies of Avramidis and
Norwich 2010; Belapurkar & Phatak 2011; Rahamanand and Sutherland 2012; Dukmak & Ain,
2013; Ridarickand and Ringlaben, 2013; Mahajan,2015; Mamgain,2015; Tripathi & Kapri,
2019; Prasanna and Radha,2019; Dimitrios,et al. ,2018. The findings contradicts with the
findings of Wishart 2007; El-Ashry 2009; Boer & Piji, 2011; Belapurkar and Phatak, 2011
reported teachers had negative attitude/ low favourable attitude towards inclusive education.
Gender influence on in-service teacher perception towards inclusive education
The findings of present study reveal that gender influence on in-service teacher perception
towards inclusive education and attitude towards inclusion is not gender specific.. This result
is consistent with the findings of Mahajan,2015; Parkash and Hooda,2016; ; Prasanna and
Radha ,2019; and Tripathi & Kapri, 2019. As regards to in-service teachers gender, male and
female in-service teacher’s perception towards inclusive education is significantly different.
Female in-service teachers show more favourable perception towards inclusive education than
male in-service teachers. These findings are in accord with the findings of Gyimah 2006
;Alver,2011; Tripathi & Kapri, 2019 Prasanna and Radha,2019; Dimitrios,et al. ,2018. And
contradicts with the findings of Ackah Jnr 2010; Gyimah,et al.,2010 ; Mamgain, 2015; Parkash
and Hooda,2016; Orakcı , et al.,2016 ; Tripathi & Kapri, 2019
Place of Residence influence on in-service teacher perception towards inclusive
education
The findings of the present study reveal that a teacher's place of residence has no influence in
perception towards inclusive education. This finding is consistent with the findings of
Mahajan,2015; Mamgain ,2015; Belapurkar and Phatak,2011 and inconsistent with the findings
of Parkash and Hooda,2016; Tripathi & Kapri, 2019.
The findings of present study reveal that in-service teacher’s from urban and rural setting
perception towards inclusive education are not significantly different. In-service teachers from
rural settings show more favourable perception towards inclusive education than in-service
teachers from urban settings. This result consistent with the findings of Prasanna and Radha,
2019
Educational qualification influence on in-service teacher perception towards
inclusive education
The findings of the present study reveal that in-service teachers' perception towards inclusive
education is not significantly different between undergraduate and postgraduate with
professional training. These findings are inconsistent with the findings of LallianzualiFanai, et
al.(2019). In-service teachers having post-graduate shows more favourable perception towards

inclusive education than undergraduate in-service teachers with professional qualification.
These findings are in consonance with the findings of LallianzualiFanai, et al.(2019); Prasanna
and Radha (2019); Dimitrios,et al. (2018).
Varying length of teaching experience influence on in-service teacher perception
towards inclusive education
The findings of the study showed varying length of teaching experience influence on in-service
teacher perception towards inclusive education. This finding contradicts with the findings of
Rathee (2017). In-service teachers having less than 15 years and more than 15 years of teaching
experience perception towards inclusive education is significantly different. These findings
consistent with the findings of previous studies depict teaching experience influence the in-
service/ pre-service teacher/educators attitude towards inclusive education Gyimah,et al.(2010)
and inconsistent with the findings of Mamgain (2015). In-service teachers having less than 15
years teachers show more favourable perception towards inclusive education than in-service
teachers in-service teachers having more than 15 years of teaching experience. That is, in-
service teachers who have experienced more than 15 years of teaching showed less favorable
attitudes compared with the in-service teachers who have experienced less than 15 years.
Younger teachers with less experience are more supportive of inclusion. These findings are
consistent with the findings of Clough and Lindsay(1991) and inconsistent with the findings of
Gyimah,et al.(2010); Prasanna and Radha (2019).
7. CONCLUSION, LIMITATIONS AND SUGGESTIONS
As far as the findings of the present study are concerned, in-service teachers expressed a
difference in attitude towards inclusive education based on their gender and varying length of
teaching experience; not significantly different based on place of residence and educational
qualification. The main limitation of the study is only in-service teachers participating in the
training programme are included for research. Due to time limitations, only four variables are
included in this research. Therefore in future the same type of study should be conducted as a
large survey with more variables. These study findings revealed the majority(48%) of the in-
service teachers have the most favourable perception towards inclusive education and the
different aspects of inclusive education namely psychological/behavioural, social and parents
related, curricular and co-curricular and administrative. From this we can conclude
administrative aspects also influence the perception of in-service teachers.
ACKNOWLEDGEMENTS
The researchers express gratitude to all respondents who participated in the research. Also
thanks Mr. Sasikumar who consistently supported the creation of this paper.
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IN-SERVICE TEACHER’S PERCEPTION TOWARDS INCLUSIVE EDUCATION: VARIATION BY GENDER, PLACE OF RESIDENCE, EDUCATIONAL QUALIFICATION AND TEACHING EXPERIENCE

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