In-Service Teacher Training and Inclusive Education in Selected Primary Schools in Karenga District

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dc.contributor.authorOchen, Paul Pax
dc.date.accessioned2026-11-04T13:08:32Z
dc.date.available2026-11-04T13:08:32Z
dc.date.issued2026
dc.description.abstractThis study was conducted on In-Service Teacher Training and Inclusive Education in Selected Primary Schools in Karenga District. It was guided by the following objectives; to assess the level of in-service teacher training in selected primary schools, to assess the status of inclus ive education in selected primary schools and to examine the relationship between in-service teacher training and inclusive education in selected primary schools in Karenga District. The study used cross-sectional survey research design and data were collected using questionnaires, interviews and observation checklist from 223 respondents. Interview data were analysed using descriptive statistics. Descriptive statistics was also used to analyse background information of respondents, objectives one and two. Pearson correlation was used to analyse the relations hip between in-service teacher training and inclusive education in selected primary schools (objective three). The findings indicate that in-service teacher training in the selected primary schools is generally high, with teachers benefiting from continuous professional developme nt opportunities such as workshops, refresher courses, training sessions and support from education authorities. The findings show a strong, positive and statistically signific ant relationship between in-service teacher training and inclusive education in selected primary schools (r = 0.718, p = 0.000, N = 166). The study concluded that in-service teacher training is generally well established in the selected primary schools and has positively influe nced teachers’ instructional and assessment practices, that the status of inclusive education in the selected primary schools is generally very high and that there is a strong and statistica l ly significant positive relationship between in-service teacher training and inclusive education in selected primary schools. The study recommended that the Ministry of Education and Sports, in collaboration with district education offices and teacher training institutio ns, should intens ify and institutionalize regular inclusive education-specific in-service training programmes, that the Ministry of Education and Sports and education stakeholders should strengthen continuo us and practical-based inclusive education training programmes that emphasize hands- on classroom differentiation strategies, disability-specific pedagogy, and sustained mentoring support and that the Ministry of Education and Sports and relevant education stakeholders should strengthen structured, continuous and practical-based in-service teacher training programmes specifically focused on inclusive education, while also integrating school-based mentoring and follow-up support.
dc.description.sponsorshipPrivate Sponsor
dc.identifier.urihttp://hdl.handle.net/20.500.14270/1136
dc.language.isoen
dc.publisherGulu University
dc.subjectIn-Service Teacher Training and Inclusive Education.
dc.titleIn-Service Teacher Training and Inclusive Education in Selected Primary Schools in Karenga District
dc.typeThesis

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