Educational inclusion in resource-constrained contexts: a study of rural primary schools in Cambodia

Abstract

ABSTRACT This study investigated the status of educational inclusion in resource-constrained, rural primary schools in Battambang Province, Cambodia using a mixed-method design. A Teacher Efficacy in Inclusive Practices (TEIP) scale was administered to sampled teachers and Headteachers. Classroom observations were undertaken in five schools. Interviews were conducted with selected teachers and other education officials. The findings indicate dissatisfaction with the current quality of educational inclusion and identify barriers to good practice. The paper highlights priorities for enhancing educational inclusion in rural, resource-constrained contexts and recommends a participatory and culturally sensitive framework for improving overall quality of education.