Article Per Year (5 Year)
p-Index From 2021 - 2026
0.23
P-Index
This Author published in this journals
All Journal International Journal of Evaluation and Research in Education (IJERE)
Paylozyan, Zhanna
Unknown Affiliation
Education

Published : 1 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 1 Documents
Search

 1 
Predictors of teachers’ readiness for inclusive education in Kazakhstan Ospankulova, Dinara; Autayeva, Akbota; Paylozyan, Zhanna; Rsaldinova, Akmaral; Baitursynova, Aigul
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 1: February 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i1.36260

Abstract

Inclusive education (IE) is increasingly recognized as a key priority in modern educational systems; however, in Kazakhstan, there is limited evidence on the factors influencing teachers’ attitudes and readiness to implement it. This study explores public school teachers’ attitudes toward inclusive education (TATIE) and examines how personal, professional, and institutional factors affect these attitudes. A survey of 638 teachers from Almaty schools was conducted using a validated instrument, and correlation and regression analyses were employed to identify significant predictors. The results indicate that gender, teaching experience (TE), frequency of contact with students with disabilities (SWD), perceived school support, and participation in specialized training significantly influence teachers’ attitudes. Positive attitudes were particularly associated with direct professional experience and strong institutional support, highlighting the importance of targeted professional development and school-level measures. This study contributes to the literature by providing a comprehensive quantitative analysis specific to the Kazakhstani context and offers practical insights to guide policy and enhance the effective implementation of inclusive practices, ultimately improving the quality of education for students with special educational needs.
Co-Authors Autayeva, Akbota Baitursynova, Aigul Ospankulova, Dinara Rsaldinova, Akmaral