The Ministry of Education Malaysia, in ensuring that students with special needs receive equal learning rights in mainstream classrooms, has introduced the Inclusive Education Programme (IEP). The readiness of teachers in managing students’ learning needs holistically and effectively will determine the success of this programme. This study aims to examine the readiness level of primary school Mathematics teachers in implementing the Inclusive Education Programme (IEP), focusing on three main aspects: knowledge, skills, and attitudes. This survey study, which employed a quantitative approach, investigated 25 Chinese National-Type Primary Schools (SJKC) in the district of Pontian, Johor. An adapted online questionnaire was used for data collection. A total of 86 respondents were randomly selected from 112 Mathematics teachers using simple random sampling. Data were analysed using SPSS version 27.0. The findings indicated statistically significant differences in teachers’ knowledge, skills, and attitudes according to teaching experience. Teachers with longer teaching experience demonstrated higher levels of knowledge and more positive attitudes compared to those with less experience. These findings suggest that continuous training, professional guidance, and systematic support are essential to enhance the readiness of Mathematics teachers to implement inclusive education effectively.
Abdullah, M. R., Ismail, N. A., & Mohd Ariff, A. R. (2023). Teachers’ knowledge and attitude towards inclusive education in Malaysian primary schools. International Journal of Inclusive Education, 27(2), 211–225. https://doi.org/10.1080/13603116.2 022.2103325
Ahmad, N., Rahman, N. H. A., & Zainal, M. A. (2021). The effect of teaching experience on teachers’ instructional practices: An ANOVA approach. Malaysian Journal of Educational Research, 9(2), 45–56.
Alsubaie, M., Almalki, N., & Alharbi, M. (2022). Teachers’ attitudes toward inclusive education: The role of experience and training. International Journal of Inclusive Education, 26(4), 503–518. https://doi.org/10.1080/13603116.2021.1890165
Amemasor, S. K., Oppong, S. O., Ghansah, B., Benuwa, B. B., & Essel, D. D. (2025). A systematic review on the impact of teacher professional development on digital instructional integration and teaching practices. Frontiers in Education, 10, Article 1541031. https://doi.org/10.3389/feduc. 2025.1541031
Chong, W. H., Loh, W. Y., & Tan, P. (2021). In-service teacher experience and knowledge in inclusive classrooms. Asia Pacific Journal of Education, 41(2), 154–170. https://doi.org/10.1080/02188791.2020.1807310
Chua, Y. P. (2021). Asas statistik penyelidikan (Edisi ke-3). McGraw-Hill Education.
Demirdis, B. (2024). Teachers’ attitudes towards inclusive education: The role of training and experience. International Journal of Special Education, 39(1), 55–66.
Field, A. (2020). Discovering statistics using IBM SPSS statistics (5th ed.). SAGE Publications.
Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2019). How to design and evaluate research in education (10th ed.). McGraw-Hill Education.
George, D., & Mallery, P. (2021). IBM SPSS statistics 27 step by step: A simple guide and reference (17th ed.). Routledge.
Gholve, S. (2020). Advantages of using Google Forms for data collection. International Journal of Research in Social Sciences, 10(4), 120–125.
Govindasamy, P. (2022). A proposed framework of analysis of factors affecting students with learning disabilities.
ResearchGate.https://www.researchgate.net/publication/377454536_A_Proposed_Framework_of_Analysis_of_Factors_Affecting_Student_with_Lea rning_Disabilities
Hanapi, M. H. M., Zakaria, N., Basran, N., Shafiee, K., & Othman, M. S. (2024). Tahap kesediaan guru aliran perdana dalam pelaksanaan program pendidikan inklusif sekolah rendah di Selangor. International Journal of Education, Psychology and Counselling, 7(46). https://gaexcellence. com/ijepc/article/view/3488
Hasim, M. H., & Sulaiman, N. (2022). Pengaruh pengalaman mengajar terhadap keberkesanan pengajaran guru sekolah rendah: Satu analisis statistik. Jurnal Pendidikan Malaysia, 47(1), 72–81.
Hussin, N., & Mahmud, W. A. W. (2020). Keperluan latihan pendidikan inklusif dalam kalangan guru Matematik sekolah rendah. Jurnal Pendidikan Malaysia, 45(2), 25–34.
Ibrahim, M. S., Hamzah, M. I., & Ismail, S. N. (2022). Inclusive education practices in Malaysian primary schools: Teachers’ challenges and readiness. International Journal of Inclusive Education, 26(10), 1032–1047. https://doi.org/10.1080/13603116.2021.1888324
Ismail, R., Azman, N., & Saad, N. (2021). Sikap guru terhadap pendidikan inklusif di sekolah rendah: Satu tinjauan. Jurnal Penyelidikan Pendidikan, 17(1), 67–78.
Jelas, Z. M., Rahman, S., & Ahmad, A. R. (2021). Inclusive education in Malaysia: A review of policy, practice and research. Asia Pacific Journal of Education, 41(1), 1–15. https://doi.org/1 0.1080/02188791.2020.1867931
Joshi, A., Kale, S., Chandel, S., & Pal, D. K. (2015). Likert scale: Explored and explained. British Journal of Applied Science & Technology, 7(4), 396–403.https://do i.org/10.9734/BJAST/2015/14975
Kamarudin, K., Nordin, N., & Hassan, S. (2022). Latihan dan pembangunan profesional guru dalam pendidikan inklusif di Malaysia. Jurnal Pendidikan Malaysia, 47(1), 77–86. https://doi.org/10.17576/jpen-2022-47.1-07
Kamarudin, K., & Yunus, M. M. (2023). Teachers’ preparedness for inclusive education: Implications for teaching and learning practices. Journal of Education and Learning, 12(2), 145–156. https://doi.org/10.5539/jel.v12n2p145
Kraft, M. A., & Simon, N. S. (2021). Do teachers' years of experience make a difference in the quality of instruction? Educational Researcher, 50(5), 276–287.
Krejcie, R. V., & Morgan, D. W. (1970). Determining sample size for research activities. Educational and Psychological Measurement, 30(3), 607–610.https://doi.org/10.1177/0013164470 03000308
Kurniawati, F., de Boer, A. A., Minnaert, A. E. M. G., & Mangunsong, F. (2021). The effect of teacher characteristics on inclusive teaching practices in Indonesia. International Journal of Inclusive Education, 25(3), 267–285. https://doi.org/10.1080/13 603116.2019.1707309
Lee, S. M., & Goh, C. F. (2020). Training needs of Malaysian primary teachers in inclusive classrooms. Journal of Special Education, 54(3), 150–160. https://doi.org/10.1177 /0022466920913400
Lim, Y. S., Ismail, N. A., & Tan, C. L. (2024). Challenges and support needs of teachers in inclusive Mathematics classrooms. International Journal of Learning, Teaching and Educational Research, 23(1), 78–92.
Lim, Y. S., & Tan, C. L. (2022). Tahap penerimaan guru terhadap pelaksanaan program pendidikan inklusif di sekolah jenis kebangsaan Cina. Jurnal Pendidikan Malaysia, 47(1), 55–66.
Mohamed Hata, N. F., & Mahmud, S. N. D. (2020). Kesediaan guru Sains dan Matematik dalam melaksanakan pendidikan STEM dari aspek pengetahuan, sikap dan pengalaman mengajar. Akademika, 90(3), 85–101. https://ejournals.ukm.my/ akademika/ar ticle/view/42143
Mohd Ariffin, N., & Ismail, S. N. (2021). The impact of teachers’ knowledge on inclusive teaching practices. Journal of Educational Research, 19(3), 100–111.
Mohd Noor, M. A., Ahmad, R., & Salleh, M. S. (2020). Professional development needs for inclusive pedagogy among Mathematics teachers. Malaysian Journal of Teacher Education, 10(2), 65–80.
Motallebzadeh, K., Ghanizadeh, A., & Khodashenas, M. R. (2020). The interplay of teachers' professional development and TPACK in inclusive education. International Journal of Inclusive Education, 24(9), 1001–1016.
Ng, W. H., & Tan, C. W. (2020). Teachers' readiness for inclusive education: A Malaysian perspective. Malaysian Journal of Learning and Instruction, 17(2), 103–120.
Nik Azis, N. N., Mohd Ariffin, N., & Latif, R. A. (2021). Teachers’ confidence and challenges in teaching special needs students in mainstream classrooms. Journal of Inclusive Education Studies, 5(1), 77–88.
Nik Nurul Afiqah Wan Zainodin, Mohd Noor, M. A., & Sani, N. A. (2022). Teachers’ preparedness for inclusive education in Malaysia: A quantitative study. Journal of Special Education and Rehabilitation, 23(2), 34–50.
Omar, S., Yusof, H., & Halim, N. D. (2021). Teacher’s knowledge and practice in inclusive mathematics classrooms. Journal of Educational Studies, 45(3), 112–125.
Palaniandy, N., & Mohd Yasin, M. H. (2021). Tahap pengetahuan, sikap dan amalan guru pendidikan khas terhadap pelaksanaan pendidikan inklusif. Jurnal Pendidikan Bitara UPSI, 14(1), 12–23.
Rahman, N. H. A., & Jamaludin, R. (2023). Teachers’ readiness and challenges in implementing inclusive education programmes in Malaysian primary schools. Malaysian Journal of Learning and Instruction, 20(2), 115–132.
Roslan, R., Hamid, M. H. A., & Yunus, N. M. (2023). Kemahiran guru praperkhidmatan dalam melaksanakan pengajaran Matematik secara inklusif. Jurnal Pendidikan dan Inovasi, 11(1), 50–61.
Said, M. N. M., Ahmad, N., & Abdul Wahid, F. (2021). Kesiapsiagaan guru dalam pelaksanaan Pendidikan Inklusif: Tinjauan terhadap kemahiran pengajaran Matematik. Jurnal Pendidikan Inklusif Malaysia, 3(2), 41–52.
Salleh, N. M., & Roslan, S. (2022). Psychosocial impacts of inclusive education on students with learning disabilities. Malaysian Journal of Psychology and Education, 10(1), 44–58.
Sani, N. A., Hassan, S., & Yusof, N. (2020). Pre-service teacher training on inclusive education: An evaluation of curriculum design. International Journal of Inclusive Education, 24(3), 301–315.
Sulaiman, N., Salleh, A. N. M., & Omar, R. (2024). Pembentukan kemahiran pedagogi guru Matematik dalam bilik darjah inklusif. Jurnal Sains Sosial dan Kemanusiaan, 19(1), 77–90.
Tan, S. K., & Halim, L. (2023). Barriers to technology integration in inclusive classrooms: Teachers’ perspectives. Education and Information Technologies, 28(4), 4579–4596. https://doi.org/10.1 007/s10639-022-11374-1
Tan, L. H., Lim, S. Y., & Low, Y. L. (2022). Teaching strategies in inclusive Mathematics classrooms: A Malaysian experience. Malaysian Journal of Learning and Instruction, 19(1), 121–138.
Tan, S. K., & Rahman, N. H. (2024). Pembangunan profesional dan kesediaan guru dalam pengajaran Matematik inklusif. Jurnal Kepimpinan Pendidikan, 9(2), 33–48.
Yusof, N. M., & Bakar, A. S. A. (2023). Faktor-faktor yang mempengaruhi sikap guru terhadap pendidikan inklusif di sekolah rendah. Jurnal Pendidikan Inklusif Malaysia, 5(2), 45– 56.
Zainal, A., Rahim, R., & Mohd Noor, M. A. (2024). Challenges in teaching Mathematics to special needs students in inclusive classrooms. Malaysian Online Journal of Educational Sciences, 12(1), 55–65.
Jerry, S. K., & Mahmud, M. S. Bin. (2026). Readiness of Primary School Mathematics Teachers for the Implementation of the Inclusive Education Programme. International Journal of Academic Research in Business and Social Sciences, 16(2), 484-497.
Copyright: © 2026 The Author(s)
Published by Knowledge Words Publications (www.kwpublications.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode
