Teachers' Attitude and its Role in the Implementation of Sustainable Inclusive Education

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Dina Bethere, Linda Pavitola, Svetlana Usca

Abstract

Education is a public good, a fundamental human right and a basis for guaranteeing the realization of other rights. The study is devoted to the attitude of teachers as one of the factors forming competencies and dispositions and analyses quantitative data related to teachers' subjective assessment towards the inclusion of children with mild to moderate disabilities and their relationship to the provision of sustainable inclusive education. The Technical Manual for Attitudes Towards Teaching All Students Instrument has been used. Its structure has three components: cognitive, affective, and behavioural [1]. For statistical analysis of the research data, the SPSS 25.0 program was used: a method of Descriptive Statistics, Pearson Correlation Test, One – Way ANOVA tests. The study involves teachers from different professional backgrounds. The results confirm disharmony in the structure of teachers' attitudes, revealing a significant deficiency of the cognitive dimension compared to the affective and behavioural dimension.

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