Effective Implementation of Inclusive Education in Enhancing Quality Education in Public Primary Schools in Tanzania: Teachers Awareness

Abstract

This study assessed the effective implementation of inclusive education in enhancing quality education in public primary schools in Tanzania. It specifically aimed at assessing teachers’ awareness in the implementation of inclusive education in public primary schools in Karagwe district. The study employed a mixed method approach and was guided by behaviorism theory. Respondents were sampled by purposive sampling and simple random sampling techniques. The target population included teachers, head teachers, Primary District Education Officer, Ward Education Officer, District Special Education Officer and Quality Assurance Officers. The sample size comprised of seventy-six respondents. Data were gathered using questionnaire, interview and observation methods. Quantitative data were analyzed using Statistical Package for Social Sciences (SPSS) version 20 and thematic analysis method for qualitative data. The study findings revealed that many teachers in Tanzania are not aware about inclusive education. The government of Tanzania is hereby advised to take very immediate steps to educate the teachers on inclusive education in order to enhance the realization and implementation of inclusive education in the country.