Abstract:
The study aimed at examining the influence of teacher preparation programme on teachers’ classroom management, time management and self-efficacy in inclusive schools in Ashanti Region, Ghana. Descriptive survey design was used. A multi stage sampling technique was used to select 365 teachers who responded to a set of questionnaires. Six research questions were formulated to keep the study in focus. Five hypotheses were also formulated and tested. A questionnaire was developed by the researcher to serve as the instrument for data collection. The study revealed that pre-service teacher preparation programme equip teachers with knowledge on inclusive practices, good classroom management skills and effective time management in an inclusive classroom. It was evident from the study that the existing teacher preparation programme does not train teachers to develop self-efficacy that will help them to function in an inclusive classroom. The study also revealed that there is a significant positive relationship between teacher respondents’ knowledge about inclusive practices and their classroom management skills. It was recommended that the government of Ghana through the Ministry of Education, the National Teaching Council and the Ghana Education Service, should organise regular in-service training for teachers in order to upgrade their knowledge in inclusive practices. Also, it is important that students teachers are exposed to practical inclusive classrooms during their pre-service preparation programme to equip them with practical experience with children with special educational needs and disabilities, so that they can build their confidence level when they eventually move out of school.
