Original article | Turkish Journal of Teacher Education 2015, Vol. 4(1) 50-65
Olusegun E. Afolabi, Sourav Mukhopadhyay, H. Johnson Nenty
pp. 50 - 65 | Manu. Number: tujted.2015.004
Published online: June 30, 2015 | Number of Views: 29 | Number of Download: 115
Though, much has been said about parent-school collaboration in the past, more information is needed on why involvement varies among parents of learners with SENs in Nigeria. Using the Developmental Ecological Perspectives and Hoover-Dempsey and Sandler model (1995) as theoretical frameworks, this study examined the role of socio-demographic variables on parental efficacy for involvement in inclusive education in Nigeria, The investigation is based on this research question: To what extent do socio-demographic factors, such as (education, marital status and gender) influenced the self-efficacy of parents of learners with SENs on involvement in inclusive education in Nigeria? Employing a quantitative research method, this study gathered data from 372 parents of learners with SENs in 10 regular primary schools in the city of Ibadan, Oyo State, Nigeria, and used a survey instrument on Parental Involvement in Inclusive Education (PII) for data collection. The study found that socio-demographic variables such as marital status, education and gender significantly influenced the efficacy of parents of learners with SENs on in education of their children in Nigeria. Finally the study recommended that school must strive to promote school climate that supports parental efficacy for involvement, and ascribed to parents, the responsibilities that will make them a partners in their child education.
Keywords: Parent involvement, self–efficacy, socio-demographic variables, inclusive education
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