Moderating role of teachers’ demographic variables on attitudes and technology Usage in predicting successful inclusive education in Ghana

Abstract

The purpose of this study was to explore the moderating role of teachers’ demographic characteristics on the attitude and technology usage in predicting successful inclusive education. Using a cross-sectional survey, 124 participants were randomly selected from 15 inclusive schools in the southern part of Ghana. The research instrument was an adapted questionnaire used in previous researches. A conceptual model was constructed and the Partial Least Square (PLS) Structural Equation Modelling (SEM) statistical approach in data analysis was utilized to test the model for the path coefficient results. The results indicated that teachers’ gender, age, experience and qualification did not significantly moderate the teachers’ attitude and technology usage in the prediction of successful inclusive education. It was recommended that teachers require a change of attitude through re-orientation, awareness creation, and active information dissemination through workshops, forums, seminars, television and radio programmes. The Government acting through the MOE, the GES and NGOs should make the provision of equipment to the schools a top priority. Equipment such as computers and their accessories should be supplied to the schools.