School administrators’ willingness to receive inclusive education
Abstract
First objective is to investigate school administrators’ readiness to accept inclusive education. Besides that, this research is also to identify the relation between teaching experience duration in school with integration program and the administrators’ readiness in accepting inclusive education. This research is using quantitative design and analysed descriptively using Statistical Package for Social Science (SPSS) Version 22. Questionnaire has been distributed to school administrators (n=130) which consist of Principal, Headmaster, Senior Assistants, Special Education Coordinator, Head of Department and Head of Panel. There are seven schools (primary and secondary) with integration program involved. The result shows that the school administrators show a moderate readiness in accepting inclusive education. While based on the Pearson Correlation, there is no significant relation between teaching experience duration in school with integration program and the administrators’ readiness on inclusive education [r =0.57, n=130, p>0.05]. Even though the administrators believe in the special pupil’s ability but they do not have the confidence in managing those special pupils in inclusive setting. The duration of experience being in the school that has integration program does not influence their readiness.
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