Teachers' competency requirement for implementation of inclusive education in Nigeria

Abstract

This study examined the influence of TVET teachers' competency required for effective implementation of inclusive education in Adamawa State, Nigeria. Five teachers' competence variables–methodological competence, motivational competence, material utilization competence, instructional process competence and teaching evaluation competence were studied. A case study was used in five secondary schools involving 20 technical and vocational education and training teachers. A period of six month was used for data collection in North East Nigeria. The study employed observation, interviews and document analysis as methods of data collection. The observation method was conducted three times in the classrooms. Two sets of interview questions were set up and used in four different sessions. The findings of the study showed that TVET teachers' motivational competence, methodological competence and evaluation competence had a high influence on the implementation of inclusive education curriculum. Based on the results, the research proposes recruiting more competent TVET teachers, adopting efficient teacher material utilization techniques and instructional process competence for TVET teachers to promote efficient application of inclusive education curriculum. In addition, further study is suggested in other parts of the country on a wider geographical area or a replication of this studies.