The Relationship Between Competency and Readiness of Student-Teachers’ Attitude Toward Inclusive Education

Abstract

An appreciation of the Inclusive Education Program and inclusive practices must be nurtured among educators, especially during teachers’ training to develop student-teacher competencies and to form more skills in line with global standards. This study aims to identify the relationship between the student-teachers’ competency and readiness toward Inclusive Education. This study used a quantitative method. The quantitative method involved 48 respondents from the PISMP program specializing in Physical Education and Music Education at IPGKIK. The research instrument was a questionnaire analyzed by descriptive statistics using percentage methods. Meanwhile, inferential statistical data were tested using Pearson correlation. The study's findings showed that only 56% of student-teachers knew about the Inclusive Education Program, and that their competency of Inclusive
Education is insufficient for them to implement it. Nonetheless, 71% of the student-teachers have a positive attitude toward the Inclusive Education Program. The analysis results found a significant relationship of <0.05 and showed a one-way relationship between the competency and readiness of student-teachers attitudes toward Inclusive Education (N = 48, r = .507, p= .001). This indicates that the higher the level of competency of student-teachers, the higher the readiness of student-teachers attitudes toward Inclusive Education.