Article Number: DRJEVS668917330
ISSN: 2734-2174

Vol. 4(6), Pp. 174-178, September 2022

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Original Research Article

Teachers’ Attitudes towards Inclusive Education in Regular Primary Schools in Tanzania

Asha Bakari Mbwambo*

Kari Nes


The study sought to investigate Regular primary school teachers’ attitudes towards inclusive education in regular primary schools in Tanzania. This study was carried out in Kilimanjaro region, Moshi Municipal Council found in the northern part of Tanzania. It was guided by two research questions namely: How do Regular primary school teachers conceptualize the term inclusive education? And what feelings do regular primary school teachers have with regards to teaching pupils who face barriers to learning and participation in regular classroom? The study used qualitative approach so as to explore in details teachers’ attitudes towards inclusive education. The study used a sample of 10 teachers through purposive sampling. Data were collected through personal interviews and non-participant observation methods. Furthermore, data analysis was observed through thematic analysis. It was found that most teachers have limited knowledge about inclusive education. The findings also revealed that regular primary school teachers have negative feelings towards teaching pupils who face barriers to learning and participation. It was recommended that, Ministry of Education Science and Technology (MoEST) should provide training to teachers concerning inclusive education to all regular primary school teachers through in-service training.

Keywords: Teachers’ Attitudes, Inclusive Education, learning barriers, Learning needs and regular primary schools

 Received: August 7, 2022  Accepted: August 30, 2022  Published: September 9, 2022

Copyright © 2022 Direct Research Journal of Education and Vocational Studies