Impact Of Teacher Training On Inclusive Practices

Abstract

The purpose of this study was to examine the impact of teacher training on inclusive practices in schools. A quantitative descriptive survey design was adopted. The study was conducted among school teachers, and a sample of 130 teachers was selected through Simple Random Sampling using L. R. Gay formula. Data were collected through a self-developed questionnaire of 15 items on a five-point Likert scale. The instrument showed excellent reliability with Cronbach's Alpha 0.91. Data were analyzed using SPSS-26 through frequencies, percentages, means, and standard deviations. Findings revealed that teacher training positively influences inclusive practices by improving understanding of diverse learners, classroom management, instructional strategies, confidence, curriculum adaptation, and support for special needs students. However, teachers still face challenges of limited practical training, inadequate resources, and insufficient institutional support. Teachers emphasized need for continuous, practice-oriented professional development. The study concludes that effective teacher training is essential for inclusive education and recommends strengthening pre-service and in-service training, increasing practical components, and providing adequate institutional support and resources for sustainable inclusive practices.