Analysis of Teachers’ Comportments towards Practices in Classrooms of Model Schools

Abstract

The study was conducted to analyze comportments of teachers towards practices in inclusive environments of model schools in Pakistan. Under Federal Directorate of Education, 16 model schools have been functioning as inclusive schools since 2007 in Islamabad. These public model schools were transformed into inclusive schools with collaboration of International Development Partners, Norway. Population of the study was teachers teaching in the inclusive schools. Purposive and convenience sampling was used to collect data from the teachers. To identify significant differences among teachers’ comportments based on demographics, quantitative techniques were used. The questionnaire was rated on five point Likert scale. The instrument reliability was 0.83. Quantitative data were collected from 196 teachers. One-way ANOVA was used for comparison on the basis of teachers’ demographics. It was found that age, academic qualification and inclusive schools’ experience of teachers have no impact on teachers’ comportments towards involvements of students, inclusive outcomes, parents’ involvement with children, teacher training, students’ assessment and available classroom facilities. On the other hand, professional qualification and total experience of teachers have impact on students’ involvement and inclusive outcomes respectively.