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Teachers’ Transition Attitudes for Students With Disabilities in Two Regions of Botswana

Author

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  • Goitse Ookeditse
  • Sourav Mukhopadhyay

Abstract

Postsecondary transition planning and programing is a fundamental process that allows students with disabilities (SWDs) to engage in adult roles such as higher education, employment, and independent living successfully. Despite the importance of the role of teachers regarding the effective implementation of transition practices and principles, teachers’ transition attitudes in Botswana are not clearly understood. Therefore, the purpose of this study was to explore teachers’ attitudes concerning the effective implementation of transition practices and principles to SWDs in Botswana secondary and vocational schools. The study further examined the differences between teachers on their attitudes toward delivery of transition services for SWDs based on demographic variables of gender, age, education qualification, teaching experience, school type, current position in school, and school region. A quantitative research approach entailing the use of a paper survey to collect data was adopted in this study. A total of 1,186 teachers participated in this study and mean scores were calculated to determine teachers’ transition attitudes. Moreover, t tests and one-way ANOVA tests were conducted to determine teachers’ attitude differences based on demographic variables. The findings of this study showed that generally teachers had somewhat positive attitudes toward transition practices and principles for SWDs. Furthermore, significant differences were noted on teachers’ attitudes based on all demographic variables except gender. The results indicate the importance of positive transition attitudes as well as the need to develop a national transition framework to guide and improve the transition process in Botswana.

Suggested Citation

  • Goitse Ookeditse & Sourav Mukhopadhyay, 2021. "Teachers’ Transition Attitudes for Students With Disabilities in Two Regions of Botswana," SAGE Open, , vol. 11(4), pages 21582440211, November.
  • Handle: RePEc:sae:sagope:v:11:y:2021:i:4:p:21582440211059166
    DOI: 10.1177/21582440211059166
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    References listed on IDEAS

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    1. Sourav Mukhopadhyay & H. Johnson Nenty & Okechukwu Abosi, 2012. "Inclusive Education for Learners With Disabilities in Botswana Primary Schools," SAGE Open, , vol. 2(2), pages 21582440124, June.
    2. repec:mpr:mprres:7877 is not listed on IDEAS
    3. repec:mpr:mprres:7878 is not listed on IDEAS
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