Teachers’ Transition Attitudes for Students With Disabilities in Two Regions of Botswana

Postsecondary transition planning and programing is a fundamental process that allows students with disabilities (SWDs) to engage in adult roles such as higher education, employment, and independent living successfully. Despite the importance of the role of teachers regarding the effective implement...

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Autores principales:	Goitse Ookeditse, Sourav Mukhopadhyay
Formato:	article
Lenguaje:	EN
Publicado:	SAGE Publishing 2021
Materias:	History of scholarship and learning. The humanities AZ20-999 Social Sciences H
Acceso en línea:	https://doaj.org/article/6c467267bac240e092405eb0a4694f6d
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spelling	oai:doaj.org-article:6c467267bac240e092405eb0a4694f6d2021-11-20T00:33:39ZTeachers’ Transition Attitudes for Students With Disabilities in Two Regions of Botswana2158-244010.1177/21582440211059166https://doaj.org/article/6c467267bac240e092405eb0a4694f6d2021-11-01T00:00:00Zhttps://doi.org/10.1177/21582440211059166https://doaj.org/toc/2158-2440Postsecondary transition planning and programing is a fundamental process that allows students with disabilities (SWDs) to engage in adult roles such as higher education, employment, and independent living successfully. Despite the importance of the role of teachers regarding the effective implementation of transition practices and principles, teachers’ transition attitudes in Botswana are not clearly understood. Therefore, the purpose of this study was to explore teachers’ attitudes concerning the effective implementation of transition practices and principles to SWDs in Botswana secondary and vocational schools. The study further examined the differences between teachers on their attitudes toward delivery of transition services for SWDs based on demographic variables of gender, age, education qualification, teaching experience, school type, current position in school, and school region. A quantitative research approach entailing the use of a paper survey to collect data was adopted in this study. A total of 1,186 teachers participated in this study and mean scores were calculated to determine teachers’ transition attitudes. Moreover, t tests and one-way ANOVA tests were conducted to determine teachers’ attitude differences based on demographic variables. The findings of this study showed that generally teachers had somewhat positive attitudes toward transition practices and principles for SWDs. Furthermore, significant differences were noted on teachers’ attitudes based on all demographic variables except gender. The results indicate the importance of positive transition attitudes as well as the need to develop a national transition framework to guide and improve the transition process in Botswana.Goitse OokeditseSourav MukhopadhyaySAGE PublishingarticleHistory of scholarship and learning. The humanitiesAZ20-999Social SciencesHENSAGE Open, Vol 11 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	History of scholarship and learning. The humanities AZ20-999 Social Sciences H
spellingShingle	History of scholarship and learning. The humanities AZ20-999 Social Sciences H Goitse Ookeditse Sourav Mukhopadhyay Teachers’ Transition Attitudes for Students With Disabilities in Two Regions of Botswana
description	Postsecondary transition planning and programing is a fundamental process that allows students with disabilities (SWDs) to engage in adult roles such as higher education, employment, and independent living successfully. Despite the importance of the role of teachers regarding the effective implementation of transition practices and principles, teachers’ transition attitudes in Botswana are not clearly understood. Therefore, the purpose of this study was to explore teachers’ attitudes concerning the effective implementation of transition practices and principles to SWDs in Botswana secondary and vocational schools. The study further examined the differences between teachers on their attitudes toward delivery of transition services for SWDs based on demographic variables of gender, age, education qualification, teaching experience, school type, current position in school, and school region. A quantitative research approach entailing the use of a paper survey to collect data was adopted in this study. A total of 1,186 teachers participated in this study and mean scores were calculated to determine teachers’ transition attitudes. Moreover, t tests and one-way ANOVA tests were conducted to determine teachers’ attitude differences based on demographic variables. The findings of this study showed that generally teachers had somewhat positive attitudes toward transition practices and principles for SWDs. Furthermore, significant differences were noted on teachers’ attitudes based on all demographic variables except gender. The results indicate the importance of positive transition attitudes as well as the need to develop a national transition framework to guide and improve the transition process in Botswana.
format	article
author	Goitse Ookeditse Sourav Mukhopadhyay
author_facet	Goitse Ookeditse Sourav Mukhopadhyay
author_sort	Goitse Ookeditse
title	Teachers’ Transition Attitudes for Students With Disabilities in Two Regions of Botswana
title_short	Teachers’ Transition Attitudes for Students With Disabilities in Two Regions of Botswana
title_full	Teachers’ Transition Attitudes for Students With Disabilities in Two Regions of Botswana
title_fullStr	Teachers’ Transition Attitudes for Students With Disabilities in Two Regions of Botswana
title_full_unstemmed	Teachers’ Transition Attitudes for Students With Disabilities in Two Regions of Botswana
title_sort	teachers’ transition attitudes for students with disabilities in two regions of botswana
publisher	SAGE Publishing
publishDate	2021
url	https://doaj.org/article/6c467267bac240e092405eb0a4694f6d
work_keys_str_mv	AT goitseookeditse teacherstransitionattitudesforstudentswithdisabilitiesintworegionsofbotswana AT souravmukhopadhyay teacherstransitionattitudesforstudentswithdisabilitiesintworegionsofbotswana
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Teachers’ Transition Attitudes for Students With Disabilities in Two Regions of Botswana

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