Enhancing the role of teachers to improve inclusive education in full-service schools, Amajuba District, KwaZulu-Natal, South Africa
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Date
2023
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University of Zululand
Abstract
The study intended to enhance the role of teachers to improve inclusive education in the full-service school. The inclusive education framework was developed to bring about a fair, just, equal and non-discriminatory education system that accommodates all learners, regardless of their race, class and health status. A number of objectives were devised to direct the study, the main objective was challenges in understanding inclusive education. The other themes were the teacher development programme, attitude towards inclusive education, resources in full-service schools and best practices to improve inclusive education.
The Organisational Readiness Theory was identified as a theoretical framework that could support the improvement of the stated objectives of the study. This theory specifically explores how teachers in full-service schools under the Amajuba District respond to the challenges brought by having LSEN and those learners without learning difficulties in the same service school. This is done by investigating the teacher’s role to improve inclusive education in primary full-service schools, what motivated enthusiasm and the importance of being ready to implement positive change. A qualitative research design and the transformative paradigm was most preferred for suitable participants who emerged during the research process. Participatory action research was endorsed as it spoke about the participation, emancipation and working with real challenges to bring about change in the full-service school. As per the values of participatory action research, the researcher worked with the participants collaboratively to find the roles for teachers to improve inclusive education. Data generated through the use of participatory action research was analysed using Critical Discourse Analysis. The empirical analysis, interpretation of data, discussion and determining the findings resulting from interventions were made with Critical Discourse Analysis. The population was formed by one teacher each from the primary full-service school, senior full-service school, secondary, special school and district official and school governing body member. Purposive sampling was selected as a form of non-probability sampling to rely on the judgement when choosing participants in the study.
A literature overview to provide an understanding of the role of teachers to improve inclusive education in South Africa, the United Kingdom, Kenya and Australia was
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provided. The findings were compared, indicating that teachers were ready to improve inclusive education in primary full-service schools in the Amajuba District. In conclusion, the study argues that there is still a lot to be done to support the role of teachers in improving inclusive education practice and has also contributed towards furthering the awareness of an inclusive education policy on the part of teachers and learners. Endorsements made here could also support and improve the performance of teachers regarding their response to their role brought by diversity in their full-service school.
Description
A thesis submitted to the Faculty of Education in fulfilment of the requirements for the Degree of Doctor of Education in the Department of philosophy of Education at the University of Zululand, South Africa, 2022.