Exploring Teachers’ Attitudes and Classroom Practices Toward Inclusive Education in Female Secondary Schools of District Peshawar, Khyber Pakhtunkhwa

Abstract

Inclusive education is a global priority, yet implementation remains challenging in low- and middle-income countries. Teachers’ beliefs and classroom practices are central to the success of inclusion. This study investigated female secondary school teachers’ attitudes and classroom practices regarding inclusive education in public girls’ secondary schools in District Peshawar, Khyber Pakhtunkhwa, Pakistan.

A quantitative descriptive-correlational survey design was used. Data were collected from 85 teachers of Grades 9–10 in 15 randomly selected government girls’ secondary schools. A self-developed, validated questionnaire collected information on teachers’ attitudes, self-reported classroom practices, and perceived barriers. Data were analyzed using descriptive statistics, t-tests, ANOVA, and Pearson correlation in SPSS (Version 26).

Teachers reported generally positive attitudes toward inclusive education (M = 3.82, SD = 0.61 on a 5-point scale), but only moderate levels of inclusive classroom practices (M = 3.36, SD = 0.74). Large class size, lack of training, insufficient resources, and inadequate infrastructure were rated as major barriers (overall barriers mean = 4.17, SD = 0.79). Teachers with prior training in inclusive education had significantly more positive attitudes and higher reported use of inclusive practices than those without training (p < .01). Academic qualification showed a significant relationship with attitudes but not with practices; teaching experience showed no significant association with either. A moderate positive correlation was found between attitudes and practices (r = .51, p < .001).

The findings reveal a clear gap between supportive beliefs and everyday practice and underline the need for systematic professional development, manageable class sizes, and improved school-level support to translate inclusive education policies into classroom realities in girls’ secondary schools in Peshawar.