Exploring the Impact of Teacher Attitudes and Motivation on Inclusive Practices: An Empirical Study among Secondary School Teachers in Meerut District, India
Keywords:
Inclusive education; teacher attitude; teacher motivation; secondary schools; empirical study; India; educational practice; quantitative research; barriers to inclusion.Abstract
The effective implementation of inclusive education hinges critically on the attitudes and motivation of teachers, yet empirical evidence on these constructs remains limited in the Indian context, particularly within secondary education. This paper presents the results of a quantitative survey conducted among 300 secondary school teachers across urban and rural schools in the Meerut district of Uttar Pradesh, India. Using validated Likert-scale instruments, the study measures teacher attitudes towards inclusion, their motivation to adopt inclusive practices, and the prevalence of such practices in their classrooms. The findings reveal that, while most teachers express a moderately positive attitude towards inclusion, significant variability exists according to demographic factors such as gender, age, and type of school management. Teacher motivation emerges as a strong predictor of the actual adoption of inclusive strategies, mediating the relationship between attitude and practice. Barriers identified include resource limitations, inadequate training, and societal stigma. The paper concludes with practical recommendations for policy, professional development, and school management, emphasising the need for targeted interventions to foster both positive attitudes and sustained motivation for successful inclusion.
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