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Bridging Values and Belonging: The Interrelationship between Secondary School Teachers' Awareness of Value Education and Inclusive Education, and Its Demographic Differentials in Ahmedabad, India
Authors
Sharmishta Sen Gupta,Prof. (Dr.) Parshuram Dhaked
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Keywords
teacher awareness; value education; inclusive education; secondary school teachers; National Education Policy 2020; Ahmedabad; gender differences; school management type
Abstract
Value education and inclusive education occupy a shared, if rarely jointly examined, place in the policy architecture of Indian school reform, yet evidence on whether teachers' grasp of one construct is empirically tied to their grasp of the other remains scarce, particularly outside the metropolitan centres that dominate the existing literature. This study addresses that gap by examining the awareness of secondary school teachers in Ahmedabad District, Gujarat, regarding value education and inclusive education, the strength of association between the two constructs, and the extent to which gender and school management type differentiate awareness. A descriptive survey design was employed with a multistage sample of 500 secondary and higher secondary teachers (240 male, 260 female; 250 government, 250 private) drawn from fifty schools spanning four administrative zones of the district. Two researcher-developed instruments, the Value Education Awareness Scale and the Inclusive Education Awareness Scale, each comprising forty Likert-type items across four conceptually distinct subscales, were administered following expert content validation and pilot testing that yielded excellent internal consistency (? = .93 and .94, respectively). Teachers reported moderate awareness of value education (M = 134.50, SD = 21.80, 67.25%) and inclusive education (M = 125.30, SD = 24.50, 62.65%). A strong, statistically significant positive correlation emerged between the two constructs, r(498) = .68, p < .001, indicating that approximately 46% of the variance in inclusive education awareness was shared with value education awareness. Independent samples t-tests revealed that female teachers reported significantly higher awareness than male teachers on both scales, and that the influence of school management type was construct-specific: private school teachers reported higher value education awareness, whereas government school teachers reported higher inclusive education awareness. These findings position teacher awareness of value and inclusive education as overlapping rather than independent professional competencies and suggest that integrated, management-type-sensitive professional development may be more efficient than parallel, single-construct training programmes. Implications for teacher education, school leadership, and policy implementation under the National Education Policy 2020 are discussed.
IJCRT's Publication Details
Unique Identification Number - IJCRT2607271
Paper ID - 311544
Author type - Indian Author
Page Number(s) - c631-c647
Pubished in - Volume 14 | Issue 7 | July 2026
DOI (Digital Object Identifier) -
No Of Downloads - 32
Author Country - India, 382481, ahmedabad, ahmedabad, 382481, Medical Science All
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Sharmishta Sen Gupta,Prof. (Dr.) Parshuram Dhaked, "Bridging Values and Belonging: The Interrelationship between Secondary School Teachers' Awareness of Value Education and Inclusive Education, and Its Demographic Differentials in Ahmedabad, India", International Journal of Creative Research Thoughts (IJCRT), ISSN:2320-2882, Volume.14, Issue 7, pp.c631-c647, July 2026, Available at :http://www.ijcrt.org/papers/IJCRT2607271.pdf
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ISSN: 2320-2882 Impact Factor: 7.97 and ISSN APPROVED Journal Starting Year (ESTD) : 2013
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