Gender Polarisation and Preservice Teachers' Behavioural Affection towards Inclusive Education

Abstract

In light of the fact that one gender predominates in Malaysia's teacher training programmes and teaching profession, it is evident that research on attitude and gender is vital. This study looked at the behavioral affinity preservice teachers have for inclusive education in regard to gender. This study used the survey method with a quantitative research methodology. A series of questionnaires was distributed to the respondents, who comprised 189 females and 65 males. Descriptive statistics and the independent sample t-test were employed. The results demonstrated that the preservice teachers' behavioral attachment for inclusive education was not gender-related [t(252)=1.499, p=.137]. It follows that preservice teachers' attitudes on inclusive education are not significantly influenced by their gender. The findings of this study suggest that gender-based interventions should not be the exclusive focus of initiatives to support inclusive education among preservice teachers. Rather, focus should be placed on other characteristics, such as exposure to inclusive education techniques. Furthermore, by shedding light on preservice teachers' perceptions of inclusive education, this study adds to the corpus of research already available on the subject. These results can be used by educators and policymakers to create teacher training programmes that effectively support inclusive teaching methods.