Effect of Teacher Training on Implementation of Inclusive Education in Public Primary Schools in Nandi County, Kenya

Sally Chumo
School of Education
University of Eldoret
Email: sallychumo@yahoo.com

Abstract: This study aimed to investigate the effect of teacher training on the implementation of inclusive education in public primary schools in Nandi County, Kenya. The study focused on a sample of 376 respondents, including 62 headteachers, 308 teachers, and 6 Sub-County Directors of Education, selected through stratified, simple random, and purposive sampling techniques. Data were collected through questionnaires for headteachers and teachers, and interviews for Sub-County Directors of Education. The study employed both descriptive and inferential statistics, with multiple regression analysis used to test the hypotheses concerning the relationship between teacher training and inclusive education implementation. The findings revealed a significant positive influence of teacher training on inclusive education, with 45.2% of the variation in implementation explained by the training. A positive teacher attitude towards inclusive education, the use of appropriate teaching methods, and a flexible curriculum were identified as key factors contributing to effective implementation. The study further revealed that while there were challenges, such as insufficient trained teachers and limited resources, the overall perception among teachers was that training played a crucial role in supporting inclusive education. The results suggest the need for continuous in-service training and professional development to enhance the effectiveness of inclusive education in Nandi County. The study concludes that teacher training is an essential component for the successful implementation of inclusive education.