ATTITUDES OF TEACHERS OF MAINSTREAM AND INCLUSIVE SCHOOLS

TOWARDS LEARNERS WITH EMOTIONAL AND BEHAVIORAL DISORDERS

AND ITS EFFECTS ON THEIR ACADEMIC ACHIEVEMENT .

By

ANCHANG MBONG ETHELDREDA

SUPERVISOR

Ms Umenjoh Vania Andoumbeni

ACKNOWLEDGMENTS

I want to thank everybody who contributed either directly or indirectly to make this work a

Success .

Much thanks goes to my supervisor Ms Umenjoh Vania Andoumbeni who through her
inspiration enabled me to accomplish this research task the quality time and energy she put
into this work to make it a success .

Special thanks goes to the proprietress of SENTI – IBES who created this institution for the
training of inclusive special teachers and parents with social needs or special needs children.

A great thanks goes to SENTI – IBES teachers who were willing to help me achieve my goal
in the academic exercise.

To my little Angel Afumbom Gabriel Anchang whose disability has been the pillar and my
source of inspiration and motivation throughout my period of studies especially during my
research, you are a blessing to me.

To my loving parents Mr and Mrs Anchang, thank you so much for your blessing and
support . This project would not have been successful without such support

To my elder brother Anchang Mumukom Maximus, who encouraged me to make this piece of
work reach out to the world, I am grateful for your support.

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I can’t forget Ulrich Yogo, a friend and senior colleague who never stops encouraging me to
go after my dreams and even more, I am grateful for your support.

ABSTRACT

Learners with EBD are characterized by academic deficits and classroom behavioral
problems Sutherland (2004) . The relationship between teachers’ attitudes and academic
achievement of learners is very complex especially learners with EBD. Behaviors that
learners with EBD portray in the classroom are responses to aversive stimuli like the negative
attitudes of teachers towards them. To this effect, the study examined how attitudes of
teachers of mainstream and inclusive schools towards learners with EBD affect their
academic achievement. The objectives of this study were: to investigate the attitudes of
teachers of mainstream and inclusive schools towards learners with EBD , how attitudes of
mainstream and inclusive teachers affect the academic achievement of learners with EBD,
what influence the attitudes of teachers of mainstream and inclusive schools towards learners
with EBD, what can be done to foster positive attitudes Of both teachers of mainstream and
inclusive schools towards learners with EBD hence improving the academic achievement of
learners with EBD. From these objectives, research questions were formulated. The research
design used in this study was the descriptive survey. The population of the study included 11
mainstream Primary and secondary schools and 2 Inclusive schools consisting of 32
secondary mainstream teachers, 27 primary mainstream teachers and 12 inclusive primary
school teachers. The interview guide was used for data collection. Data was analysed
qualitatively using thematic analysis and quantitatively using frequency distribution tables
and percentages. Results indicated that the negative attitudes of teachers towards learners
with EBD negatively affect their academic achievement while positive attitudes positively
influence the Educational achievement of learners with EBD. Lack of training and adequate
knowledge of EBD was identified as primary contributors to the negative attitudes of teachers
towards learners with EBD. Therefore, the training of inclusive special educators is
recommended to foster positive attitudes of teachers towards learners with EBD hence
fostering their academic achievement.

Key words :

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Attitude, Academic achievement, Accommodation, Intervention,

Inclusive setting, Mainstreaming, Regular school setting, Learners

with Emotional and Behavioral Disorders, Learners, Teachers,

Mainstream school, Inclusive schools.

INTRODUCTION

Schools are designed to provide instructional programs that foster educational achievement of
all learners of all backgrounds, learning styles and abilities, races, statuses and also to shape
citizens who can contribute positively to the society. Working to promote successful school
experiences for Learners with Emotional and Behavioral Disorders (EBD) can be a
particularly challenging task especially for regular teachers because of the necessity to
effectively meet multiple needs.

Emotional and Behavioral Disorder (EBD) refers to a condition in which behavioral or

emotional responses of an individual are so different from his or her generally accepted, age-
appropriate , ethnic or cultural norms that adversely affect the child’s education in such areas
as self care, social relationships, personal adjustments, academic progress, classroom behavior
or work adjustment. According to the Individuals with Disabilities Education Act 2004
(IDEA) , Emotional and Behavioral Disorder is a condition exhibiting one or more of the
following characteristics over a long period of time and to a marked degree that adversely
affect a child’s performance;

An inability to learn that cannot be explained by intellectual sensory and health factors.

An inability to build or maintain a satisfactory interpersonal relationship with peers and

teachers. Inappropriate types of behavior or feelings under normal circumstances.

A displayed pervasive mood of unhappiness or depression.

A tendency to develop physical symptoms or fears associated with personal or school

problems.

Other characteristic symptoms of EBD include ; the display of impulsive behavior, disruption
of classroom activities, inattentiveness, distractibility, resistance to change, and transition to
routines, cannot apply social rules to others’ personal space or belongings, often manipulative

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in situations, frequently demonstrate self-injury behavior, experience difficulties working in
groups, constantly blame others for their dishonesty, demonstrate aggression, poor
concentration, low self esteem, intimidate and bully others, often speak out with no relevant
information and with no turns taken and regularly absent from school (IDEA, 2004)

EBD is caused by biological factors like physical illness, malnutrition, brain damage and
hereditary. Family factors which include; divorce, coercion from parents, unhealthy or
inconsistent discipline styles and poor attitude towards education. In Cameroon today, EBD is
the least addressed disability in our schools. Learners with EBD are being labeled degrading
names like “stubborn, delinquent, and above all bad boys”. However, according to the
Individuals with Disabilities Education Act 2004 (IDEA)) aligned with the accountability
measures of the No Child Left Behind Act 2001(NCLB), educators try to evaluate strategies
and instructional pedagogies to help all learners regardless of challenges, so they can make
adequate yearly progress. This category of learners barely go through college in a single
institution. They are continually being dismissed from one school to another due to their
behavioral misconduct. Learners with EBD finally end up being frustrated and drop out of
school with the feeling that school hates them. When they move into the streets, those who
receive them are other persons with EBD who have developed violence and criminality as a
defense mechanism on the streets. This makes these learners end up their lives in high security
prisons around the country instead of rehabilitation centers.

Students who are at risk of EBD in Cameroon constantly experience rejection from teachers,
decreased perception of ability by teachers and limited teacher expectations, less academic
engagements and involvement in classroom activities, few instructional accommodations to
meet individual needs, negative and non academic teacher feedback and these make learners
with EBD develop a phobia for school.

How teachers perceive EBD and their attitudes towards learners with EBD influence their
affective responses and intentional behaviors when interacting with these learners (Poulou and
Norwich 2002).

Categorically exposed to this view, school violence is constantly on the rise with students
bitting up their teachers while others use weapons to stab their mates, school administrators,
and even killing. The disciplinary response to these behaviors has been punishment and
eviction from School. Meanwhile the Council for Exceptional Children (CEC) developed

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preparation standards for teachers entering the field of special education. One of the Council’s
(2015) standards states that beginning special education teachers must have a knowledge of
“teacher attitudes and behaviors that influence the behaviors of individuals with
exceptionalities” (p. 40). Teachers of learners with EBD proactively prevent problems and use
intervention strategies as part of effective classroom managements (CEC, 2015).

Parents no longer help their children as was the case before the 1990s. Parents these days are
more concerned with making money and spend little or no time with their children. This
makes it difficult for them to notice any abnormal or inappropriate behaviors in their children
for early intervention. Children are being abandoned to the mercy of total strangers in the
name of housemates and nannies. The socioeconomic crisis in the country only worsens the
situation. Because of the crisis, people restlessly live out of home running helter scelter and
get to develop more behavioral problems. This equally makes academic achievement
challenging for them. To this effect, the success of these learners lie on the hands of the
teachers. Teacher attitude is a substantial part of a teacher’s disposition. Teacher self efficacy
also comes in here, knowing that teacher self efficacy is related to his/her beliefs of personal
aptitude, expectations of students and student achievement, the effectiveness of a teacher is
affected by his/her disposition (Wadlington, 2011). Kindness, caring and high expectations
are among the dispositions of an excellent teacher (Helm, 2006). The teacher self efficacy
promotes teacher effectiveness and enhance productivity consequently leading to the positive
result of good achievement (Dibapile, 2012). Emotional and Behavioral Disorders are more
visible at the teenage age. Some of those who are arrested for misbehavior in Cameroon are
being taken to centers of rehabilitation like the Bustal Institute in Buea for re-education. The
learners with EBD act violently because no one really takes out time to understand and listen
to them, this reaction from their environment gives them the impression that their opinions do
not count. It is acknowledged as fact that instruction occurs within the context of teacher-
student relationship in which each individual’s behavior affects that of the other and that
effective teachers have a manner of developing this probability of success (p. 4) CEC. While
teacher student relationships are central to teaching, these relationships are a necessary skill of
effective EBD Teachers.

Also, Atounal(2003) found out that the effect of the teacher in the personality development
and success of learners is a fact that cannot be overlooked. The teacher through positive or
negative attitudes in communication with learners and how he/she reflects this direct the
shape of their lives, has a positive or negative effect on the attitude shown towards themselves
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or the public in general, affecting the development of the learners to communicate, research
and be creative.

Furthermore, the students’ performance is not completely the result of their work.
Performance is affected by many factors and the first one is the attitude of the teacher. A
positive attitude from the teacher affects the Student’s motivation, attitude towards school and
school work, the Student’s self confidence as a result of personality development (Frymier,
1993)

Teachers are the highest determining factor for development of individuals after the parents
therefore it must not be forgotten that children take on the role models while learning and that
is why perhaps the behavior and attitude of learners, which they spend the most of their time
with apart from parents has an effect on the personality, development and thus whether they
will be successful or not (Maculla Ulug et al, 2011).

Statement of the problem

Nowadays with the rise in school violence, trauma and low academic achievement stress,
students are increasingly involving in drug addiction, juvenile delinquency and school drop
out. Learners with EBD hardly finish school due to the attitudes of teachers towards them.
There is already a general fear that if nothing is done, our schools will sooner or later become
deserted. Poor academic achievement of learners with EBD will remain on the rise. Learners
with EBD constitute a part of the nation’s work force and this can only be attained if they
achieve academically. It is for this reason that the researcher set out to study the attitudes of
teachers in mainstream and inclusive schools towards learners with EBD which can go a long
way to improve their academic achievement.

Purpose of the study

The purpose of this study was to investigate Teachers’ attitude in Mainstream and Inclusive
schools Towards Learners with Emotional and Behavioral Disorders and its Effects on their
Academic achievement in Yaounde IV and VI Sub-divisions’’

Objectives;

-To find out attitudes of teachers of mainstream schools and inclusive schools towards
learners with Emotional and Behavioral Disorders.

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-To examine how attitudes of teachers of mainstream and inclusive schools towards learners
with Emotional and Behavioral Disorders affect the academic achievements of learners with
Emotional and Behavioral Disorders.

-To find out what influence the attitude of teachers of mainstream and inclusive schools
towards learners with Emotional and Behavioral Disorders.

-To proposed what can be done to foster positive attitudes of both teachers of mainstream and
inclusive schools towards learners with Emotional and Behavioral Disorders thereby
improving the academic achievement of learners with Emotional and Behavioral Disorders.

Significance of the study

The study is significant due to the fact that educators ‘relationships towards learners with
EBD and how they support these learners with EBD in the classroom affect their academic
achievement. The results are significant because if teachers have a negative attitude towards
learners with EBD, they will be unwilling to have learners with EBD in their classroom. It
will help teachers to provide the necessary supports that will create a beneficial learning
environment for learners with EBD. The presented information will help educators in general
identify their attitudes towards learners with EBD or towards inclusion of specific learners
which will hopefully result in appropriate and inclusive practices. This study will also urge
the government to implement a more inclusive approach to the training of her teachers. It will
enable the community to know where to take these learners to for rehabilitation and
reeducation. This study will also help school administrators to identify EBD cases in their
schools and take appropriate intervention measures other than expelling them from their
schools. The study will help parents of learners with EBD to accept EBD as a disability and
cater for their EBD children as they would do for any of their other children with disabilities.
Most of all, this study is significant to learners with EBD because it will help them to
acknowledge their disability and seek or accept help.

Emotional and Behavioral Disorder (EBD) :

According to the Individuals with Disabilities Education Act (IDEA) ( 2004) EBD is defined
as a problem such as behavior inappropriate to the circumstances or pervasive unhappy mood

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that adversely affect the child ‘s educational performance and cannot be explained by
intellectual, sensory and health factors. In this study, we are going to define EBD as
inappropriate behaviors to circumstances that adversely affect the child’s educational
performance and cannot be explained by intellectual, Sensory and health factors.

Academic achievement: According to the Oxford Dictionary (2014) , academic achievement

represents performance outcomes that indicate the extent to which a person accomplished
specific goals that were the focus of activities in instructional environments like a school. In
this study, academic achievement is going to mean the attainment of some intended academic
target with effort, skill and courage.

Accommodation: Oxford dictionary (2022) defines accommodation as a convenient

arrangement, settlement or compromise. In this study, accommodation is going to be defined
as the act of providing learners with support and structures inherent within the National
curriculum that are needed to achieve academic success.

Intervention: Oxford (2022) defines intervention as the action or process of intervening. In

this study it is going to mean the act of providing learners within their school setting the
necessary accommodations to increase academic performance as needed.

Strategy: According to Merriam (2022), strategy refers to a carefully developed plan or

method for achieving a goal. We are going to define it in this study as targeted planned
methods implementated specifically to learners to help them achieve academic success.

Inclusive setting: Lawinsider (2022) defines an inclusive setting as a setting where a child
with a developmental delay or disability participates in a setting with typically developed
children. In this study, an inclusive setting is going to be defined as a setting designed to
provide additional resources and structures and can successfully provide learners with
accommodations, strategies and interventions for learners’ success.

Mainstreaming: Mainstreaming means that a school is putting children with special needs
into classrooms with their peers who have no disabilities according to Jnestorius (2021). This
is done during specific times of the day based on their skills. At other times, the special needs
child may be studying in a resource room or “self-contained classroom.” In that environment
the student has access to more one-on-one time with special education teachers and aides. In
this study, Mainstreaming refers to placement of a student with disabilities into ongoing

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activities of regular classrooms without accommodations so that the child receives education
with peers without disabilities.

Regular school setting:

Jerry Webster (2020) said a regular school setting is the term often used to describe the
educational experience of typically developing children. The content of a regular school
curriculum is defined in most states by state standards, many of which have adopted the
Common Core State Standards. These state standards define the academic skills that students
should acquire at each grade level. This curriculum represents the Free and Appropriate
Public Education against which the program of a student who receives special education is
evaluated. In this study, regular school setting is going to mean the educational experience of
customarily developing children – children who are mentally, physically, emotionally, or
socially less challenged.

Attitude:
The Cambridge dictionary (2022) defines attitude as a feeling or opinion about something or
someone or a way of behaving that is caused by this feeling. Attitude in this study is going to
mean a learned tendency to evaluate people and issues in a certain way and such evaluations
are often positive or negative.
Robbins (2010), defines attitude as evaluation statements either favorable or unfavorable
concerning objects people or events. They reflect how one feels about something.

Whiled Krech and Cruchfield (1948), Define Attitude as an enduring organization of

motivational emotional perceptual and cognitive processes with respect to some aspects of the
individual’s world.

According to Gordon (1935), An attitude is a mental and neutral state of readiness, organized
through experience, exerting a directive or dynamic influence upon the individual’s response
to all objects and situations which it is related.

Frank Freeman (2018) said an attitude is a dispositional readiness to respond to certain

institutions, persons or objects in a consistent manner which has been learned and has become
one’s typical mode of response.

According to Munn (2014), attitudes are learned predispositions towards aspects of our
environment they may be positively or negatively directed towards certain people, services or
institutions.

Thus, attitude is the belief that one has towards people and surrounding.

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Types of attitudes

The four basic types of attitudes that have been highlighted by Yashasvi (2022) are: positive
attitude, which is one type of attitude in organizational behavior. A positive attitude has many
benefits which affect all other kinds of behaviors in a good way. A person with a positive
attitude or mindset will look for the good in other persons no matter how bad they behave.
Some positive attitudes are confidence, happiness, sincerity and determination.

The next type of attitude is a negative attitude which is something that every person should
avoid.
People with negative attitudes ignore the good things in life and only think about whether they
will fail. They find a way out of tough situations by running away from it. A person with a
negative mindset is often found to be angry most of the time sometimes with no kind of
specific reason behind their anger. Some negative attitudes are doubts, frustration and anger.
Another kind of attitude is a neutral attitude, the mindset is a neutral one with no doubt neither
is there any kind of hope. A person with a neutral attitude feels disconnected quite often.

The last kind of attitude highlighted by Yashasvi(2022), is a sikken attitude, this is one of the
most dangerous types of attitude which has the caliber to destroy every image that comes in
connection with positive image. Yashasvi said this attitude is more of a negative attitude and
is very destructive, difficult to be mended and is deep – rooted within one’s personality.

Balaji Niwlikar(2020), talked of two types of attitudes ; Explicit attitude which is controllable
and easy to report and Implicit attitude which is uncontrollable and perhaps not consciously
accessible to us.

Relevance of attitude in the educational success of learners with Emotional and

Behavioral Disorders

Attitude is an important factor in the education of learners with EBD. Both the attitudes of the
teachers and the attitudes of the learners with EBD is crucial. Marcela and Mala(2016), found
out that learners attitudes towards school were a determinant factor that predicted their
academic achievement. The implication of the study is that positive attitudes give rise to
positive results while a negative attitude turns out to a negative result. Based on the findings
by the Victoria State Government, Australia, the presence or absence of specific attitudes,
motivations and dispositions in a learner will ;Enhance or impede their capacity to learn,
determine their willingness to grapple and persevere with, and make sense of discipline –

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based knowledge and content, determine their willingness to persist with developing skills
and capabilities that are experienced as difficult exclusive or challenging.

In a publication by Good Grades Tutoring Center (2021), a positive attitude plays a critical
role in learning anything. Positive attitudes enhance learning capacities. Maintaining a
positive attitude towards learning also helps to reduce stress which is an important aspect of
learning because it makes learners relaxed and focused. Ulug (2011), emphasizes that a
teacher’s behaviors provides his learners to gain a mentally healthy personality and have a
new clear world view by leaving unforgettable traces on them. Teachers often form their
perceptions due to their past experiences working with learners. If a teacher has encountered a
learner with disruptive behaviors in the past, they may have developed a negative perception
based on this experience (Capern and Hammond (2014).

Beeman et al as sited by Elam (2016) found out that learners at the individual level had a
better emotional adjustment to the classroom when they viewed their teacher – learner
relationship in a positive manner. This implies that both learners’ and teachers’ attitudes are
very relevant for the educational success of learners with Emotional and Behavioral
Disorders.

Attitude is a substantial part of a teacher’s disposition. A teacher self – efficacy is related to

his or her beliefs of personal aptitude, expectations of learners and learners achievements. In
other words, the effectiveness of a teacher is affected by his or her dispositions (Wadlington
(2011). kindness, caring and high expectations are among the dispositions of excellent
teachers (Helm 2006).

According to the Council of Exceptional Children (CEC) (2015), beginning special education
teachers must have knowledge of teacher attitudes and behaviors that influence behaviors of
individuals with exceptionalities (p. 40).

Teachers perceptions of and attitudes towards learners with EBD influence their affective
responses and intentional behaviors when interacting with learners (Poulou and Norwich,
2002)

Learners with Emotional and Behavioral Disorders

The National Association of Special Educational teachers (2008), outlined the criteria required
for a learner to meet the IDEA criteria as EBD. Emotional and Behavioral Disorders is one of
the twelve disability categories specified under IDEA. IDEA defines EBD as a condition
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exhibiting one or more of the following characteristics over a long period of time and to a
marked degree that adversely affect the child’s educational performance.

• An inability to learn that cannot be explained by intellectual sensory or health factors

• An inability to build or maintain a satisfactory interpersonal relationship with peers
and teachers
• Inappropriate types of behavior or feelings under normal circumstances
• A general pervasive mood of unhappiness or depression
• A tendency to develop physical symptoms or fears associated with personal or school
problems

The term includes schizophrenia. The term does not apply to children who are socially
maladjusted, unless it is determined that they have an emotional disturbance.

According to the National Association of Special Education (NASE) (2008), mood disorders
anxiety disorders, Attention Deficit Hyperactivity Disorders (ADHD), conduct disorders and
other psychiatric disorders are often exhibited by children with EBD. In addition, NASE
identified comorbidity of EBD is common. Children with EBD are at risk of substance abuse
and more frequently have negative contact with the juvenile justice system. NASE says that
children with EBD are often likely to come from economically disadvantaged homes, be
male, African American, live in single or foster parent homes or reside in an alternative living
arrangement situation.

Farmer and Hollowell (1994), discussed a broad range of social difficulties that learners with
EBD experience. Learners with EBD have a broad range of interpersonal, deficits that often
lead to peer rejection, social isolation, disruption and aggression that result in social
difficulties and isolation.

Lane, Carter, Pierson and Glaser (2006), found that academic social and behavioral deficits
experienced by children often lead to difficulties in adulthood.

Learners

According to Jennifer Breisacher (2018), a learner is anyone who is embracing a new way of
thinking, anyone who is engaging though into new information would be considered a learner.
The Britannica Dictionary defines learner as a person who is trying to gain knowledge or skill
in something by studying practicing or being taught.

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Types of learners

Ken and Rita (1987), suggested four types of learners; Auditory, visual, tactile and kinesthetic
learners.

Ken and Rita said Auditory learners appreciate spoken heard material and like to be involved
in oral questioning rather than reading materials. They engage and absorb more through
discussion and interaction.

Visual learners appreciate and learn from information that they see or read. They create and
seek illustrations, pictures and diagrams. Graphic organizers are useful tools for visual
learners as they construct meaning visually.

Tactile learners appreciate best the handling of materials, writing, drawing and being involved
with concrete experiences. When they ask to see something, their hands are out ready to
examine the resource fully.

Kinesthetic learners appreciate best the opportunity to learn by doing and moving. That is by
becoming physically involved in learning activities that are meaningful and relevant in their
lives.

Furthermore, there exist learners in the primary and elementary school, secondary school
learners, high school learners and tertiary level learners (researcher’s field data, 2022)

Why it is important for teachers to understand who their learners are

Michael Schultz (2015),on Boom Radio gave two types of responses why it is important for
teachers to know who their learners are.

The first had to do with students as learners. They understand that a teacher that understood
their strengths weaknesses and interests will be better able to help them to be successful
academically. They knew that someone who knows them as a learner will be able to know
what areas where they were struggling and be able to help them through those struggles or
know the areas where they were strong and build on those strengths.

The other reason why learners thought it was important for teachers to get to know them was
so that teachers could get to know them as people. They felt it was important for their teachers
to know them so that they could help them when they were upset, having difficult times with
friends or other things that were going on in their busy lives. They felt it was important to
know and understand their interests, hobbies and what was important to them so that a teacher
13
could treat them with kindness and respect. Schultz (2015), concluded by saying that teachers
who know how their learners learn can guide them and lead them to grow in their learning.

Teachers who know their learners as unique individuals can help them to navigate the often
confusing and anxiety filled lives that they lead.

Teacher

According to the Webster Dictionary (2022), a teacher or educator is a person who helps
students to acquire knowledge, competence or virtue.

According to the SA Study Lecture notes, a teacher is one who acts as a field worker in the
educational program. Without efficiency, loyalty and sincerely, no education plan will bring
out fruitful results. Apart from this, teacher personality has the everlasting influence upon the
minds of the learner. As it has been highly mentioned that a good teacher is a powerful and
abiding influence in the formation of character. So it becomes obvious that the teacher has to
build the character of his learners. It is therefore said that the teacher is the maker of man, the
teacher pivoted role has been expressed by Harry Rivilin as: “the loftiest expression of
educational ideals, the most carefully planned curriculum, the most lavished array of
educational supplies and equipments, the most ingenious plans of school admissions”, all of
these add up to little if classroom teachers are inert and sympathetic or incompetent. Apart
from his fundamental role to teach, as role demands the teacher to know two things: 1.
Knowledge 2. Child

Prasad (2017), defines a teacher as a person who helps children to acquire knowledge
competence or virtue

The role of a teacher

Vallikat (2020),outlines 7 roles of a teacher as follows;

Controller: The teacher is in complete charge of the class, what learners do, what they say and
how they say it.

Promoter: The teacher encourages learners to participate and make suggestions about how
learners may proceed in an activity.

The Resource: The teacher is a kind of working resource center ready to offer help if needed
or provide learners with whatever language they lack when performing communicative
activities.
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The Assessor: The teacher assumes the role to see how well learners are performing or how
well they performed. Feedback and corrections are organized and carried out.

The Organizer: Perhaps, the most difficult and important role the teacher has to play. The
success of many activities depends on good organization and on the learners knowing exactly
what they are to do next.

Participant: This role improves the atmosphere in the classroom when a teacher takes part in
an activity, however ever, the teacher takes the risk of dominating the activity when
performing it.

The Tutor: the teacher acts as a coach when learners are involved in project work or self
study. The teacher provides advice and guidance and help learners clarify ideas and limits
tasks.

Types of teachers

The Cold Wire (2013), outlines special education teachers who helps those with special
learning needs.

The special education teacher must have a wide range of understanding about the different
types of special needs that children can have and also be acknowledgeable about those who
are gifted learners.

The elementary school teachers who work tirelessly with children in Kindergartens or first
grade through the fifth or sixth grade.

Pre-school teachers who work with learners between 3-5 years

The college professor who is a college level teacher, very knowledgeable in their fields and
are able to convey information to students from a lifetime of knowledge and experience .

A high school teacher who focuses more on the content that is transparent to the students.
They choose a subject that they are expert in and they will teach the same subject for several
classes a day.

Mainstream school

According to an Education. Com article, mainstreaming means that a school is putting

children with special needs into classrooms with their peers who have no disabilities, and this
is done during specific time periods based on their skills. This means learners who are a part

15
of the special education classroom will join the regular education classroom at certain times
which are fitting for the special education learners. The word mainstreaming comes from the
concept that learners with disabilities can be incorporated into the mainstream of education
instead of placing them in separate classrooms and giving them complete separate instruments
(Bright Hub Education)

Characteristics of mainstream schools

Learners with special needs who cannot function in a general education classroom to a certain
extent belong in the special education environment. Access to a special education classroom
often called “a separate classroom or resource classroom “ is valuable to the learner with a
disability. Learners have the ability to perform work one to one with special education
teachers addressing any need for remediation during school days. Often times, mainstream
learners will have certain support they will bring to the general education classroom (Bright
Hub Education).

Inclusive schools

An inclusive school is a school where all learners receive an education adapted to their needs
and welcomes in a natural way all young people and giving them provisions adapting to their
needs. Inclusive education is concerned with all learners but taking a special interest in those
who have missed learning opportunities such as those with special needs or handicap or those
belonging to ethnic and linguistic minorities in other words a school for everyone (Thomazet
Serge, 2008)

Bright Hub Education (2009), says that the concept of inclusive schools is based on the idea
that learners with disabilities should be put in a classroom with their typically developing
peers.

Characteristics of an inclusive school

According to the Ministry of Education New Zealand (2014), learners with special needs are
present at their chosen schools with their siblings and friends. Learners with special needs are
participating and engaged in class and out of class with their peers, doing what their peers do.

Learners with special needs are learning and achieving, experiencing success being
challenged, learning without curriculum and enjoying things they are interested in. Learners
with special needs feel like they belong, enjoy school, want to go to school and have friends.

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Advantages of an inclusive school over a mainstream school

According to an article published by Indiana Teachers of Tomorrow (2012), inclusive schools

have the following advantages over mainstream schools;

Pull out programs have been effective in delivering services to learners with special needs.
They cite research that indicate learners with disabilities have performed better on test scores,
or at the very least no worse when they stay in regular education classes. Including learners
with special needs in the regular classroom provides the opportunity for them to learn social
skills with their peers without disability. Additionally, these peers will grow to be accepting of
human difference. Pulling learners out of regular classrooms denies them to the same
curriculum offered to their peers. The stigma surrounding segregation special education
classes is avoided when all learners are educated in the same classroom. People with
disabilities should be viewed as a minority group and therefore deserve the legal protection
that other minorities enjoy. It is a basic right of all people to live and learn in the mainstream
of school and community life.

Academic achievement

According to Steinmayr (2014), Academic achievement represents performance outcomes that

indicate the extent to which a person has accomplished specific goals that were the focus of
activities in instructional environments specifically in school, college and university.
Minnesota Department of education (2017), defines Academic achievement as the current
level of a student’s learning. More specifically for the purpose Every Student Success Act
(ASSA) accountability, academic achievement refers to the percentage of students at a school
whose learning currently meets or exceeds their grade level standards.

Dictionary of Education by Carter (1959), says academic achievement is the knowledge

attained or skills developed in the school subjects, usually determined by test scores or marks
assigned by teachers or both.

The Dictionary of psychology by Chaplin (1959), defines Academic achievement as specific

levels of attainment or proficiency in academic work as evaluated by the teachers, by
standardized tests or by a combination of both.

Bhatnagar (1969), considers academic achievement of learners as an aspect of their total

behavior.

17
It is the product of the interaction of the learner, as an individual with his or her environment,
namely; school, teachers and peers. Gupta and Kapoor (1969) stated that academic
achievement like performance in other fields is not one dimensional, but it is a
multidimensional activity, involving a number of places.

Importance of academic achievement

According to Christian (1980), the word performance generally indicates the learning outcome
of the learners. As a result of Learning through different subjects, the learning outcome
changes the behavior patterns of the learners. According to the International Journal of
Education and Science Research Review (2014), achievement is generally used in education,
industry, civil service clinical purposes and also for guidance and counselling for various
significant activities like ;assignment of grades, promotion to next class, classification of
individuals, counselling and remedial teaching, vocation guidance, measuring the
effectiveness of learning situations and selection of individuals.

Regier(2011), says Academic achievement is important because it is strongly linked to the

positive outcomes we value. Academically successful adolescents have higher self esteem,
have lower levels of depression and anxiety, are socially inclined, are less likely to abuse
alcohol and engage in substance abuse. Positive self – esteem and self confidence are critical
factors in commitment to academic achievement. Being confident in basic academic skills are
necessary for finding and keeping jobs that provide a steady income, benefits and
opportunities for advancement (Janelle, 2011). Academic achievement is important for the
successful development of young people in society.

What influence academic achievement

According to the Québec Government (2022), factors that influence academic achievement
include; the support and availability of parents, their financial situation and standard of living.
Jennifer, King Rice (2003), said teacher quality is the most important school related factor in
the academic achievement of learners. A positive effect of experience on teacher
effectiveness. Specifically, they see the learning by doing effect as the most obvious in early
years of teaching. Also, selectivity of the institution a teacher attended has a positive effect on
the learner’s achievement, particularly at the secondary level. This may partially be a
reflection of the cognitive ability of the teacher. The recent federal education legislation No
Child Left Behind Act (NCLB), further underlines the importance of having a high quality

18
teacher in every classroom in every school. So teacher quality is vital in realizing improved
learner achievement.

According to the School Turn Around Organization (2022), elements like lesson delivery,
class size, parental involvement and social dynamics in a school all work together to
contribute or distract from student achievement. Jehd (2015), says that academic achievement
is affected by gender, age teaching, learner’s schooling, parent or guardian social economic
status, resident area of learners, medium of instruction in schools, tuition trend, daily study
hour and accommodations. Also, any type of violence that children can be exposed to is
capable of affecting ‘children’s achievement in negative ways (Vaillancourt and McDougall,
2013). In the International Online Journal of Education and Teaching (IOJET) (2021),
Teachers‘ relations, especially with learners and the probable conflicts with them, can
influence achievement in negative ways. Additionally, it should be remembered that teachers’
adoption of constructivist approach in teaching, their emphasis on physical activities, making
use of educational technology and a positive attitude towards learners can affect learner’s
academic achievement significantly.

Present study

This study seeks to find out attitudes of teachers of mainstream and inclusive schools towards
learners with EBD and its effects on their academic achievement. This chapter consists of
research design, area of study, population sample, sampling technique, instruments for data
collection, validation of instruments, reliability of instruments, administration of instruments,
method of data analysis and ethical considerations.

Research design

The research design used was the descriptive survey. The descriptive survey was the most
appropriate for the study as it gives the researcher the opportunity to collect in-depth
information regarding the attitudes of teachers towards learners with EBD and its effects on
their academic achievement.

Population of the study, sample and sample size

The target population was made up of teachers of six (6) mainstream primary schools, five (5)
mainstream secondary schools and two (2) inclusive schools in Yaounde IV and vi. To make
the study more feasible, the accessible population was made up of 32 secondary mainstream

19
school teachers, 27 primary mainstream school teachers and 12 inclusive primary school
teachers.

Sampling technique
The sampling technique was both purposeful sampling and random sampling techniques. The
random sampling was used for selection of mainstream schools because there are many
mainstream schools in Yaounde iv and vi while purposeful sampling was used to select
inclusive schools because the researcher selected just the Schools she was sure were inclusive
and the teachers were sure that the school was inclusive.

Instruments for data collection

The instruments for data collection was the interview guide . This instrument was intended to
collect more in-depth qualitative information regarding the influence of the attitudes of
teachers of mainstream and inclusive schools on the academic achievement of learners with
EBD.

Administration of research instruments

The technique used in administering the interview was the direct delivery technique (DDT).
The researcher after obtaining permission from the different school heads met all the
respondents at school and some in their various classes. The respondents were informed of the
importance of the study which motivated them to participate well during the data collection
exercise. The researcher after briefing the teachers on what the research was all about did a
one on one administration where one question was asked at a time while the teachers provided
answers and the researcher recorded or noted down their responses. The exercise per
respondent lasted 10 minutes.

Method of data analysis

In this study, data was analyzed qualitatively using thematic analysis and
quantitatively using frequency distribution tables and percentages.

Ethical considerations

To respect the ethics of research in social science, the researcher took into
consideration some ethical concerns. The interview for teachers was covered with a cover
letter to the respondents containing the name of the researcher, the topic under investigation
and the purpose of the investigation. It also contained an appeal to the respondents to respond

20
to the questions. The Respondents were informed that their participation was free and
voluntary and they could withdraw from the study at any time without any consequence. They
were equally assured that their time wouldn’t be wasted. They were also asked not to mention
their names or anything that could reveal their identity in order to guarantee the
confidentiality of their responses.

DATA ANALYSIS AND PRESENTATION OF FINDINGS

Section A: Demographic information of respondents

Table 1 : Distribution of respondents according to sex

Sex Number of teachers Percentage (%)
Males 32 45.1
Females 39 54.9
Total 71 100
Source: Researcher’s field data, June 2022.

From the statistics on table21 above, 39(54.9%) of the respondents were females and
32(45.1%) were males making a total of 71(100%) teachers.

Table 2 : Type of teacher

Type of teacher Number of teachers Percentage (%)
Primary inclusive 10 14.1
Primary mainstream 27 40.8
Secondary inclusive 00 00
Secondary mainstream 32 45.1
Total 71 100
Source: Researcher’s field data, June 2022.

From table 2 above, 32(45.1%) of the respondents were secondary mainstream teachers,
29(40.8%) primary mainstream teachers, 10(14.1%) primary inclusive teachers. Inclusive
teachers are teachers trained to meet the needs of all learners in a classroom including all
types of disabilities while mainstream teachers are trained to instructlearners without
disabilities though they have learners with disabilities in their class.

21
Table 3 : Distribution of respondents according to level of education
Level of education Respondents Percentage (%)
BEPC+CAPIEMP +P-PISED 1 1.4
BAC +2 4 5. 6
BAC+CAPIEMP 6 8.5
BAC+CAPIEMP +P-PISED 2 2.8
A-levels +CAPIEMP 10 14.1
A-levels +CAPIEMP+P- 5 7.0
PISED
A-levels +DIPES 1 2 2.8
Bachelor’s Degree 15 21.1
Bachelor’s +CAPIEMP 9 12.7
Bachelor’s +CAPIEMP +P- 2 2.8
PISED
Masters 10 14.1
Masters +DIPES 2 5 7.0
Total 71 100

Source : Researcher’s field data, June 2022.

From table 3 above, 15(21.1%) of the respondents were holders of the Bachelor’s degree,
10(14.1%) had A-levels +CAPIEMP,10(14.1%) had a Masters degree, 9(12.7%) had a
Bachelor’s degree +CAPIEMP, 6(8.5%) had BAC +CAPIEMP, 5(7.0%) had Masters +DIPES
2, 5(7.0%) had A-levels +CAPIEMP +P-PISED, 4(5.6%) had BAC +2,2((2.8%) had BAC
+CAPIEMP +P-PISED, 2(2.8%) had Bachelor’s +CAPIEMP +P-PISED, 2(2.8%) BAC
+CAPIEMP +P-PISED, 1(1.4%) had BEPC +CAPIEMP +P-PISED, making a total of 71(100
%).

Research question one

What are the attitudes of mainstream and inclusive teachers towards learners with
Emotional and Behavioral Disorders?

22
 Table 4 : Distribution table of teachers’ perceptions of learners with EBD
Teachers’ perceptions of Frequency Percentage
learners with EBD

Learners with EBD have 8 11.3

social skills deficits
Girls with EBD are less 4 5.6
disruptive than boys
I find the negative and 15 21.1
disruptive behaviors
associated with EBD very
challenging

Learners with EBD are 9 12

disrespectful and overly
hyperactive

Learners with EBD are the 8 11.3

most challenging and
difficult group of learners to
manage

Learners with EBD are 10 14.1

special needs children who
need special care
Past experiences and 6 8.8
environment influence the
behaviors of learners with
EBD
Behaviors of learners with
15.5
EBD are influenced by home 11
and family background
Source: Researcher’s field data June 2022.

From the statistics on table 4 above, 15(21.1%) of the respondents said they find the
behaviors of learners with EBD very challenging, 11(15.5%)teachers said behaviors of
learners with EBD are influenced by home and family background , 10(14.1 %)
perceived learners with EBD as special needs children who need special care,9(12.7%) said

23
Table

learners with EBD are disrespectful and overly hyperactive, 8(11.3%) perceived that
learners with EBD have social skills deficit

Table 5:Distribution table showing teachers’ reactions towards disruptive behaviors of learners with
EBD.
Teachers’ reactions Frequency Percentage (%)
towards disruptive
behaviors

Severe punishment 4 5.6

Light punishment 8 11.3
Exclude 7 9.9
Corporal punishment 9 12.7
Threaten 8 11.5
Counselling 12 16.9
Educative talks 3 4.2
Involve parents 5 7.0
Forward to 4 5.6
disciplinary
department
Caution 6 8.5
Scold 5 7.0
Source: Researcher’s field data June 2022

From table 5 above, 12(16.9%) of the teachers use counselling when learners with EBD show
disruptive behaviors in their classrooms, 9(12.7%) teachers react by giving Corporal
punishment,8(11.3%) teachers threaten, 7(9.9%) of the teachers react by ‘excluding the
learners with EBD while 4(5.6%)Teachers administer severe punishment.

Table 6 : Teachers views as to whether learners with EBD have equal rights to education as
other
learners without EBD.
Having equal rights Frequency Percentage
Yes 71 100
No 0 0
Source: Researcher’s field data June 2022

24
 From table 6 above, all the teachers 71(100 %) were for the opinion that learners with EBD
have equal rights to education as their peers without EBD

Table 7: Distribution table showing whether teachers will choose to have learners with EBD in their
classroom or not.
Accepting learners with EBD Frequency Percentage (%)
I won’t accept learners with EBD because I 10 14.1
lack training to work with them

I won’t choose to have learners with EBD 6 8.5

in my class because I don’t tolerate their
disruptive behaviors

I won’t choose to have learners with EBD 5 7.0

because it’s too hard a task to handle
learners with EBD in a general education
class

The social and emotional needs of learners 13 18.3

with EBD are better met in resource
classrooms so I won’t choose to have them
in my class

I won’t choose to have learners with EBD 5 7. 0

in my class because they are disruptive

Achievement levels of learners with EBD 12 16.9

will increase if they were placed full time
in the classrooms so I will choose to have
them in my class

Everyone benefits from heterogeneous 12 16.9

education so I won’t mind having learners
with EBD in my class

I will choose to have learners with EBD in 8 11.3

my classroom because it is possible to
adapt the curriculum for a learner with
EBD
Source: Researcher’s field data June 2022

25
Table

From table 7 above 13(18.3%) of the teachers won’t choose to have learners with EBD in
their classrooms because the social and emotional needs of learners with EBD are better
met in resource classrooms, 12(16.9 %) teachers choose to have learners with EBD in their
classrooms because achievement levels of learners with EBD will increaseif they were
placed full time in the general education classrooms, 12(16.9 %) teachers will choose to
have learners with EBD because‘everyone benefits from heterogeneous education
practices’,10(14.1 %) teachers won’t choose to have learners with EBD because they lack
training to work with these learners.

From the statistics above, most teachers portray negative attitudes towards learners with
Emotional and Behavioral Disorders as seen in their perceptions of these learners being
learners most challenging and difficult to manage, learners whose disruptive behaviors are
very challenging, learners with social skills deficit. These negative attitudes of teachers
towards learners with EBD is also visible in their reactions towards the disruptive behaviors
of these learners –excluding, giving severe punishment, threatening and administering
Corporal punishment the negative attitudes are further portrayed in the teachers’ willingness
to accept learners with EBD in their classrooms. Most teachers said the social and emotional
needs of learners with EBD are better met in research classrooms so I won’t choose to
have them in my class. Thefindings also reveala problem of training asteachers won’t like
to work with these learners because of lack of training to work with learners with EBD
hence their negative attitudes towards these learners.

Research question 2

How do attitudes of mainstream and inclusive teachers towards learners with EBD affect
their academic achievement?

Table 8: Distribution table showing whether learners

With EBD love working with their teachers or not, and why.
Love working with me Frequency Percentage
Yes, because I am friendly with them 9 12.7
Yes because I give them a listening ear 12 16.9
No, because I’m too strict 16 22.5
No, because I’m not tolerant 13 18.5
Yes, because I motivate their efforts 8 11.3

26
Yes, because I show them love 6 8.5
No, because of the verbal negatives I 7 9.7
throw at them

Source: Presearcher’s field data June 2022.

From table 8 above, 16(22. 5%)Of the respondents said learners with EBD dislike working
Them because they are too strict, 13(18. 5%) teachers said learners with EBD dislike
Working with them because they are not tolerant, 12 (16.9%) said learners with EBD Love
working with them because they give the learners a listening ear 9(12.7%) teachers said
learners with EBD Love working with them because of their friendly nature,8(11.32) teachers
said learners with EBD love because they give them a listening ear,8(11.3)%) said learners
with EBD loveworking with them because they motivate their efforts 7(9.8)%) said learners
with EBD do not love working with thembecauseof the verbal negatives I throw at them.

Table 9 : Distribution table showing teachers’observations on the end of year report of learners with
EBD

Grade Frequency Percentage

Above average 15 21.1
Average 26 36.6
Below average 30 42.3
Source: Researcher’s field data June 2022

From table 9 above, 30(42.3%) reported a below average result for learners with EBD,
26(36.6%) of the teachers reported an average result for these learners with EBD, while
15(21.1 %) reported an above average result
Table 10: Distribution table showing how behaviors

Of learners with EBD affect their academic achievement.

Effect of learners’ behavior on academic Frequency Percentage
achievement

Positively 0 0.0
Negatively 71 100
Source: Researcher’s field data June 2022.

27
Table

From the statistics on table 10, all the Respondents – 71 (100%) said the behaviours of with
EBD negatively affect the learner’s academic achievement.

Table 11: Distribution table showing how teachers

Support learners with EBD to succeed in education.

Support Given Frequency Percentage

Catch up classes 8 11.3

Open text exams 2 2.8
Remedial exams 4 5.6
Motivation by awarding prices 5 7.0
Advise learners to return to school 6 8.5
Show them love through incentives 7 9.9
Provide them with moral and 8 11.3
spiritual Support for holistic
education

Give them extra exercises for 13 18.3

homework

Work with parents to ensure follow 18 23.4

up

Source: Researcher’s field data June 2022

From table 11 above, 18(23. 4) of the respondents

Support learners of EBB by working with their parents to ensure follow up at home, 13
(18.3%) teachers

28
Give learners with EBD extra exercises for homework, 7(9.9 %) of the teachers show
learners with EBD love by giving them incentives, 8(11.3) of the teachers support learners
of EBD through extra classes, 8(11.3%) teachers provide them with moral and spiritual
support for holistic education, 6(8.5%) teachers support learners with EBD to succeed in
education by advising the learners to return to school.

Table 12 : Distribution table showing teachers’ readiness to support or participate in training

programs meet the needs of learners with EBD.
Readiness to support training programs Frequency Percentage

I’ll participate because the training programs will help me 21 29.6

attain my teaching goals

I’ll support because the training will help me support my 9 12.7

own kids
If they exhibit similar characteristics

I will support or participate for carrier development 24 33.8

I will Participate so that I can better meet the needs of all 7 9.8
my learners without bias

I will participate to gain expertise Knowledge and improve 10 14.1

in my mode of instruction

Source: Researcher’s field data June 2022

According to the statistics on table 12 above,

24 (33.8%) of the respondents will participate or support

Training programs to support learners with EBD for Carrier development, 21(29. 6%)
teachers

Will participate because the training programs will help

them attain teaching goals, 10 (14-18) teachers Will

participate to gain expertise knowledge and improve

in their mode of instruction,9(12.78)

29
Them support their own kids at home if they

Exhibit similar characteristics 7(9.8%) respondents

Meet the needs of learners with EBD so that

They will participate training programs so that they

Can better meet the needs of these all learners without bias.

From the statistics above, negative attitudes of mainstream and inclusive teachers like not
willing to have learners with emotional and behavioral disorders in their class negatively
affect the academic achievement of learners with EBD while positive attitudes like teachers
readiness to support and participate in training programs to meet the needs of learners with
EBD, show that they have the concern for these learners which can positively affect their
academic achievement

Research question 3

What influence the attitudes of teachers of mainstream and inclusive schools towards learners
with EBD?

Table 13: Distribution table Showing teachers’ views on whether learners with EBD should be in the
same classroom with peers without EBD or not.
Frequency Percentage
Teachers’ views
Leaners with EBD should be put in the same classroom 9 12.7
and schools with those without EBD So they can learn
good behaviors

They should be put in the same to 6 8.5

bridge marginalization

They should be put in the same Schools for social 3 4.2

interaction

They should be put in special schools so that they do not 27 38.0

negatively influence their peers without EBD

They should be taken to special schools because 18 25.4

teachers are not doctors and cannot handle them properly

30
They should be put in the same classroom because peers 8 11.3
can help them improve and build their self esteem

Source: Researcher’s field data June 2022.

From table 13 above , 27 ( 38.0 % ) of the respondents were for the opinion that learners
with EBD should be do in the special schools so that they do not negatively influence
their peers without EBD , 18 ( 25.4 % ) teachers said they should be special schools
because teachers are not doctors and cannot handle them properly , 9 ( 12.7 ) teachers
said learners with EBD should be put in the same classroom and schools , with those
without EBD so that they can learn good behaviours, 8 ( 11:38 ) teachers said learners
with EBD should be put in the same classroom because peers can help them improve
and build their self esteem , 6 ( 8.5 ) teachers said they should be put in the same classroom
to bridge marginalization.

Table 14: Distribution table Showing teachers’ views on whether learners with EBD should be in the
same classroom with peers without EBD or not.
Circumstances for separation Frequency Percentage
(%)
overly violent and aggressive should be 9 12.7
placed in special settings

Psychiatric disorders should be placed in 27 38.0

special schools

In situations where they are being 12 16.9

stigmatized and abused
In situations of drug consumption and 24 32.4
behaviours influenced by social substances

Source: Researcher’s Field June2022 .

From table 14 above , 9( 12.0 % ) of the teachers Suggested that overly violent and agressive
EBD Cases should be placed in special settings , 27(38.0%)of the teachers said psychiatric
disorders should be placed in special schools , 23 ( 32.4 % ) teachers said in situation of
drug consumption and behaviours influenced by social substances the learners should be
kept in a separate school, 12 ( 16.9 % ) teachers suggested that in situations where the
learners with EBD are stigmatized and abused , they should be put in separate schools.

31
From the above statistics, the lack of adequate knowledge of Emotional and behavioral
disorders can be seen as one of the factors that influence teachers’ attitudes towards these
learners as the teachers said they should be taken to special schools because teachers are
not doctors and cannot handle them properly.

Research question 4

What can be done to foster positive attitudes of both mainstream and inclusive teachers
towards learners with Emotional and Behavioral Disorders hence improving the academic
achievement of learners with Emotional and Behavioral Disorders?

Table 15: Distribution table showing teachers’ opinions on what school authorities and educators can
do to improve the academic achievement of learners with EBD in both mainstream and inclusive
schools.
What school authorities and educators can do Frequency Percentage
Schools should be made inclusive. 8 11.3
Employ inclusive educators who have double capacity 4 5.6
Educators should not use work as a form of 6 8.4
punishment

Bring in resource persons specialized in inclusion 11 15.5

Grant teachers the chance to attend special courses in 3 4.2
inclusion

Avoid dismissing or Expelling learners from schools 24 33.8

Identify EBD cases and Work in collaboration with 7 9. 9
their parents

Give Scholarships to learners with EBD and incentives 2 2.8

Accept the learners with FBD as every other learner 4 5.6

without being bias

Source: Researcher’s field data June 2022.

From table 15 above, 24 (33. 8%) of the teachers said school authorities and educators
can improve the academic achievement of learners with EBD by not dismissing or expelling
learners with EBD , 11 ( 156 ) teachers said they should bring resource persons specialized in
inclusion 8(11.3%) of the teachers proposed that schools should etc be made inclusive , 7
( 9.9) teachers suggested that they should Identify EBD cases and work in collaboration with
parents 6 ( 8. 4% ) teacher said educator should not use work as a form of punishment , 4(5.6

32
 %) teachers said schools should employ inclusive educators who have double capacity , 4
( 5.6 % ) teachers said educators should accept teachers with EBD as every other learner
without being bias, 3 ( 4.2 % ) teachers proposed that teachers should be granted chance to
attend special courses in inclusion.

Table 16: Distribution table showing teachers opinions on what the government can do to enhance the
academic achievement of learners with EBD both in mainstream and inclusive settings
What the Government can do Frequency Percentage (%)

Open more educative centers to train inclusive 20 28.2

special educators and behaviour specialists

Assist proprietors and give them incentives to 8 11.3

recruit inclusive special educators

Create more special school and rehabilitation 11 15.5

Centers
Recruit special educators and send them To all 13 18.3
schools including private schools

Introduce and implement inclusive. teaching 9 12.7

strategies in teacher training school.

Organise seminars on inclusion and motivate 10 14.1

teachers

Source: Researcher’s field data June 2022.

From table 16, 20(28.2%) of the respondents suggested that to improve the academic
achievement of learners with EBD, the government should open more inclusive centers to
train inclusive special educators and behaviour specialists, 13(18.3) teachers said
government should recruit special educators and send them To all schools including
private schools, 11(15.5%)teachers suggested that ‘government should create more special
schools and rehabilitation centers to foster the academic achievement of learners with EBD.

Table 17: Distribution table showing teachers’ opinions on what can done to help them as teachers
better Meet the needs of learners with EBD thereby improving the academic achievement of learners
with EBD .
What can be done Frequency Percentage

33
Providing appropriate didactic 31 43.7
materials

Motivation in sincerity 14 19.7

Reinforcing pedagogic Seminars on 16 22.5
on inclusion themes

Parents opening up on the situations 10 14.1

of their children

Source: Researcher’s field data June 2022

From the statistics on the table 17 above , 31 ( 43.7 % ) of the respondents said they can better
meet the needs of learners with EBD if they are provided appropriate didactic materials,16
( 22.5)teachers seek reinforcement of pedagogic seminars on themes on inclusion , 14
(19.76 )teachers said they need motivation in sincerity 10(14.1 %) of the teachers said they
can better meet the needs of learners with EBD if ‘Parents open up to them on their
Children’s Situations.

Therefore, from the statistics above, the academic achievement of learners with EBD can be
improved if the more schools and rehabilitation centers were available, more centers are
created to train inclusive special educators and behaviour specialists, if there is reinforcement
of scholarly performance in special education and if parents could open up on their Children’s
Situations.

Discussion of the findings

The study was guided by 4 research objectives that were later converted to Research
questions

What Are the Attitudes of teachers of mainstream and inclusive schools towards
learners with Emotional Behavioural Disorders?

From the data gotten from field, most teachers in the study area show negative attitudes
towards Learners with EBD. This is evident as these teachers find the negative behaviours of
associated with EBD very challenging.

Also, findings from the field revealed that teachers consider learners with EBD as the most
challenging and difficult group of learners to manage. This finding is in line with the work of
Gidlund (2018), Scanlon and Barnes –Holmes (2013), who discovered that most teachers
show negative attitudes towards learners with EBD.

34
Findings from the field equally show that most. teachers have negative attitudes towards
learners with EBD as they react to their disruptive behaviors by implementing disciplinary
measures and punishment while others simply exclude these learners.

Findings from the field reveal that most teachers won’t accept having Learners with EBD in
their Classrooms because they lack adequate skills and training to handle these learners thus
these teachers Prefer that learners With EBD should be put in resource classrooms. This
finding goes is line with the discovery of McEnteggart and Barnes – Holmes (2020) which
revealed that teachers processed greater negative implicit and explicit attitudes towards
learners with EBD compared to typically developing pupils hence negatively Affecting the
academic achievement of learners with EBD.

Contrary To the above findings, findings from the field revealed that few teachers had
positive attitudes towards learners with EBD as Some of the teachers said ‘’ learners with
EBD are special needs children who need special care “.

Findings from the field reveal that few teachers react to disruptive behaviours of learners with
EBD by counselling and giving educative talks.

Findings from the field equally revealed that teachers would accept learners with EBD in their
classrooms because everyone benefits from heterogenous education and because they
consider that “Achievement of learners with EBD will increase if they were placed full
time in general education classrooms”. These findings are in line with the works of
Anastasiadou (2016) which revealed that teachers were positive including learners with EBD
in their classrooms but primary school teachers were more positive than secondary school
teachers. And Also, with the works of Masse et al (2022) which revealed that teachers showed
positive attitudes towards learners with EBD, with behavioral attitudes being More positive
than Affective and cognitive attitudes.

How do attitudes of teachers of Mainstream and inclusive schools towards learners with
EBD affect the academic achievement of learners with EBD

Findings from the field show that learners with EBD do not like working with their teachers
because of the verbal negatives thrown at them by their teachers which negatively affect the
academic achievement of learners with EBD. This finding confirms the discovery of Stichter
et al (2009) who discovered that there were more Verbal negatives which were coded in
Classrooms which negatively affect academic achievement for learners with EBD.

35
Furthermore, findings from the field reveal that teachers are too strict with learners with EBD
and are not tolerant which negatively affect their academic achievement.

Findings from the field show that the behaviors of learners with EBD negatively affect their
academic achievement. This revelation goes in line with the work of McEnteggart and Barnes
– Holmes (2020) who discovered that teachers processed greater negative implicit and explicit
attitudes towards learners with EBD compared to typically developing pupils hence
negatively affecting the academic achievement of learners with EBD.

In contrast to the above findings, Leggio and Terras (2019), discovered that unconditional
teacher-learner relationships, positive classroom environments and individual instructions
were some positive attitudes adopted by effective EBD teachers which positively impact the
academic achievement of learners with EBD. This ties with the findings gotten from the field
which reveal that teachers support learners with EBD to succeed through catch up classes,
open text exams, remedial exams, advise and motivation through incentives. The
researcher also found that teachers work with parents to ensure follow up at home thereby
positively affecting their academic achievement.

Findings from the field reveal that teachers are willing to participate or support training
programs to meet the needs of learners with EBD So that they can gain expertise knowledge
and improve in their mode of teaching and also for carrier development.

What influence the attitudes of teachers in mainstream and inclusive schools towards
learners with EBD?

Findings from the field show that most teachers prefer that learners with EBD should be put
special schools so that they do not negatively influence their peers without EBD.
Furthermore, findings from the field show that most teachers prefer that learners with EBD
should be taken to special schools because teachers are neither doctors nor behavior
specialists and cannot handle learners with EBD properly. This finding is in line with the
discovery of Larmon (2021) which revealed that the consistency of educator beliefs in their
knowledge of characteristics of learners with EBD in general education settings revealed a
problem related to training, lack of adequate knowledge of Emotional and behavioral
problems for learners with EBD.

Findings from the field show that teachers prefer that learners with psychiatric disorders
should be placed in special schools and also in situations where they are being stigmatized

36
and abused, they should be separated. Moreover, Krischler (2019), discovered that implicit
attitudes are generally believed to stem from early and past experiences which is that for
teachers’ negative attitudes towards learners with EBD.

Also, Kramer and Zimmerman (2021), discovered that the probability of learners with EBD
receiving a recommendation for an academic track school decline where teachers’ stereotype
contents were cold and incompetent towards learners with Emotional and Behavioral
Disorders.

What can be done to Foster positive attitudes of teachers of mainstream and inclusive
schools towards learners with Emotional and Behavioral Disorders hence improving the
academic achievement of learners with EBD?

Findings from the field show that in other for learners with EBD to improve in their
academic achievement, there is need for school authorities and educators to avoid excluding
learners with EBD from schools, bring in resource persons specialized in inclusion, make
schools inclusive, grant teachers the chance to attend special courses on inclusion, identify
EBD cases and Work in collaboration with their parents. Furthermore, findings from the field
equally show that teachers can help learners with EBD improve in their academic
achievement if they accept them in the same way as they would accept every other learner and
above all avoid using work as a form of punishment. These findings go in line with the work
of Shillingford and Karlin (2014) who recommended that further efforts should be made to
increase pre-service teachers’ knowledge of EBD and provide strategies for identifying and
working with learners with EBD in classrooms. It is also in line with the addition supports,
supplementary resources, extended training, assistance from highly trained counselors,
collaboration, active participation in implementation of strategies for teachers of learners with
EBD recommended by (Lukowiak,2010)

Moreover, findings from the field also show that there is need for the government to create
more educative centers to train inclusive special educators and behaviour specialists, organise
seminars and motivate teachers, recruit special educators and deploy them to all schools
including private and confessional schools, assist proprietors and give them incentives to
recruit inclusive special educators, create more special schools and rehabilitation centers and
above all introduce and implement inclusive teaching strategies in teacher training schools.
This finding is related to the work of Elam (2016) who discovered that effective teaching
strategies that focused on improving the overall educational experience in the inclusive

37
classroom were ; increase in active participation, recognizing gaps and barriers that hinder
academic success, use of a direct explicit instruction method of teaching and effective
strategies to improve social skills, effective behavior management strategies. Bazar and Kraft
(2017) also recommended teachers’ effectiveness which has profoundly shaped educational
policy and has served as a catalyst for sweeping reforms around teaching and equally
recommended recruitment, evaluation development and retention.

Furthermore, findings from the field show that in order to help the teachers better Meet the
needs of learners with EBD, there is need to provide teachers with appropriate didactic
materials, reinforce pedagogic seminars on inclusion, motivate teachers and parents equally
need to help the teachers by opening up on the situations of their children. This finding is
same line with the work of Scanlon and Barnes – Holmes (2013) who recommended tress
management interventions to enhance the teachers’ implicit positivity towards learners with
EBD hence fostering their academic achievement.

Conclusion

This study sought to investigate the attitudes of teachers of mainstream and inclusive schools
towards learners With EBD and how these attitudes affect the academic achievement of
learners with Emotional and Behavioral Disorders. It was aimed at investigating; the attitudes
of teachers of mainstream and inclusive schools towards learners with Emotional and
Behavioral Disorders, how attitudes of teachers of mainstream and inclusive schools towards
learners with EBD affect the academic achievement of learners with EBD, what influence the
attitudes of teachers of mainstream and inclusive schools towards learners with EBD and
what can be done to Foster positive attitudes of teachers of mainstream and inclusive schools
towards learners with EBD hence improving the academic achievement of learners with EBD.

Implications of the findings

From the findings gotten in the field, it is clear that the attitudes of teachers towards learners
with EBD greatly affect the academic achievement of these learners either positively or
negatively depending on teachers perceptions of learners with EBD, the teaching strategies
used by their teachers and above all the teachers’ knowledge of EBD and its characteristics.
Therefore, this category of learners should be early identified, and adequate interventions of
inclusive special educators and behaviour specialists solicited.

38
 Also, findings from this study inform learners with EBD and their parents that the negative
behaviors associated with EBD negatively affect the academic achievement of learners with
Emotional and Behavioral Disorders.

Furthermore, findings reveal that teachers need to understand that their negative attitudes
towards learners with EBD negatively affect the academic achievement of these learners and
help them readjust their reactions towards the disruptive behaviors associated with EBD.
Teachers need to understand that the disruptive behaviors associated EBD is just a
characteristic of their disability which does not call for disciplinary measures.

It challenges stakeholders in education to change their negative attitudes towards learners with
EBD.

Recommendations

This study has shown that portraying positive attitudes towards learners with EBD positively
affect these learners educationally, socially, emotionally and psychologically. As a result,
there is need for the teachers of these learners to try as much as they can to handle these
learners with love and consideration. As such, the following recommendations are important:

• First, there is need for the government and school authorities to set aside a monetary
budget to take care of the availability of inclusive special educators to make sure that
learners with EBD are fully accommodated in their various classrooms and are equally
achieving well.
• Also, there is need for the government to organize training programs, in-service
training in the domain of inclusive education teachers so as to boost the academic
achievement of learners with EBD.
• Nevertheless, there is need for the state to increase the number of inclusive schools
and rehabilitation centers in the country and equally provide a teacher training College
to train inclusive special educators so as to have enough specialized staff to take care
of these learners in the classroom.
• Furthermore, already trained teachers should be retrained in inclusive special
education to enable them teach effectively.

39
 • Moreover, there is need for the government to provide necessary therapists for the
learners in the school setting or beside schools to take care of learners with EBD and
make services available for everyone.
• Lastly, policies that forbids school authorities and educators from excluding learners
with EBD should be transformed into practice.

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