INFRASTRUCTURE AND RESOURCE AVAILABILITY AS PREDICTORS OF STUDENT TEACHERS' PROFICIENCY IN THE IMPLEMENTATION OF INCLUSIVE EDUCATION IN SELECTED UNIVERSITIES IN UGANDA

Abstract

This study examined whether infrastructure and resource availability predict student teachers' proficiency in the implementation of inclusive education in selected universities in Uganda. A quantitative cross-sectional survey design was adopted involving 650 Bachelor of Education student teachers from selected government and private universities. Data were collected using structured questionnaires and analysed using descriptive statistics, Pearson correlation, and simple linear regression to determine the predictive influence of infrastructure and resource availability on student teachers' proficiency in implementing inclusive education. The findings revealed that infrastructure and resource availability was perceived to be relatively high (Grand Mean = 3.53, SD = 1.10), although gaps existed in the availability of assistive technologies, inclusive teaching materials, classroom teaching aids, and training in the use of inclusive instructional resources. Infrastructure and resource availability was positively and significantly correlated with student teachers' proficiency (r = .574, p < .001). Simple linear regression analysis showed that infrastructure and resource availability significantly predicted student teachers' proficiency (β = .574, p < .001), explaining 33.0% of the variance (R² = .330). The study concludes that adequate infrastructure and resource availability is a significant predictor of student teachers' proficiency in implementing inclusive education. It recommends increased investment in accessible infrastructure, assistive technologies, inclusive teaching materials, and inclusive resource centres to strengthen practical teacher preparation. The study contributes to the literature on teacher education by providing empirical evidence on the importance of institutional infrastructure and resources in enhancing the implementation of inclusive education in Ugandan universities.