Influence of Special Teachers’ Attitudes and Competencies on Pedagogical Practices in Inclusive Education, Manipur

This study critically examines how special teachers’ attitudes and competencies affect their pedagogical practices in inclusive education in Manipur, a region marked by persistent implementation gaps and structural limitations. Using a census survey of 250 special educators, two self-developed standardised instruments like Special Teachers’ Competency Scale (STCS), the Special Teachers’ Practice Test (STPT), and the Multidimensional Attitude towards Inclusive Education Scale (MATIES) by Mahat (2008), assessed cognitive, affective, and behavioural attitudes toward inclusion, various professional skills, and inclusive teaching practices. Descriptive analyses revealed that teachers generally held positive attitudes, with behavioural attitudes (M = 30.60, SD = 5.56) exceeding cognitive attitudes (M = 25.65, SD = 4.62). Competency profiles varied, with the highest mean scores in professional ethics (M = 125.84, SD = 8.02) and the lowest in communication skills (M = 15.15, SD = 2.14). Pedagogical practices were moderate overall (M = 44.13, SD = 6.73), with the greatest emphasis on technology integration (M = 8.67, SD = 3.46). Friedman tests indicated significant differences across attitude domains (χ² (3) = 611.40, p<.001), competency domains (χ² (9) = 2215.56, p<.001), and practice dimensions (χ²(5)=781.44, p<.001). However, regression analyses found that teachers’ overall attitude and competency did not significantly predict their inclusive practices (R² = .007, p = .412), suggesting that contextual factors play a larger role. The findings show that readiness for inclusion varies across domains, with systemic and contextual barriers in Manipur outweighing individual preparedness. It highlights the need for targeted policy reforms and training that focus on strengthening institutions and providing adequate resources to support effective and inclusive practice.