Official Publication of Direct Research Journal of Education and Vocational Studies: Vol. 4, 2022, ISSN 2734-2174 Direct Research Journal of Education and Vocational Studies Vol. 4(1), Pp. 54-61, March 2022 ISSN 2734-2174 DOI: https://doi.org/10.26765/DRJEVS20848400 Article Number: DRJEVS20848400 Copyright © 2022 Author(s) retain the copyright of this article This article is published under the terms of the Creative Commons Attribution License 4.0. http://directresearchpublisher.org/drjevs Full Length Research Paper Effective Implementation of Inclusive Education in Enhancing Quality Education in Public Primary Schools in Tanzania: Teachers Awareness Steven Revelian * , and Eustard R. Tibategeza Department of Educational Foundation, St Augustine University of Tanzania. *Corresponding Author E-mail: stevenrevelian@gmail.com Received 5 February 2022; Accepted 27 February 2022; Published 10 March 2022 ABSTRACT: This study assessed the effective implementation of inclusive education in enhancing quality education in public primary schools in Tanzania. It specifically aimed at assessing teachers’ awareness in the implementation of inclusive education in public primary schools in Karagwe district. The study employed a mixed method approach and was guided by behaviorism theory. Respondents were sampled by purposive sampling and simple random sampling techniques. The target population included teachers, head teachers, Primary District Education Officer, Ward Education Officer, District Special Education Officer and Quality Assurance Officers. The sample size comprised of seventy-six respondents. Data were gathered using questionnaire, interview and observation methods. Quantitative data were analyzed using Statistical Package for Social Sciences (SPSS) version 20 and thematic analysis method for qualitative data. The study findings revealed that many teachers in Tanzania are not aware about inclusive education. The government of Tanzania is hereby advised to take very immediate steps to educate the teachers on inclusive education in order to enhance the realization and implementation of inclusive education in the country. Keywords: Inclusive education, quality education, behaviorism, awareness INTRODUCTION This article focuses on effective implementation of inclusive education in enhancing quality education in public primary schools in Tanzania. This article is specifically focusing on teachers’ awareness in the implementation of inclusive education in enhancing quality education in public primary schools in Tanzania. Teachers are the most important stakeholders as they implement inclusive education policies, strategies and guidelines. In fact, the teachers’ education curriculum in Tanzania does not provide how teachers should handle children with special needs within and outside classrooms (Mbwambo, 2015; Possi and Milinga, 2016). Consequently, teachers are not prepared to teach children with special needs. In Tanzania, only a few teachers have knowledge and skills on inclusive education and culture. This situation has significantly hindered the practicability of attaining inclusive education in most of the public primary schools in the country. This situation has therefore affected the attainment of quality education in Tanzania (UNICEF, 2018). Literature review According to UNESCO (2009), inclusive education is a process of addressing and responding to the variety of wants of all learners through cumulative participation in learning culture and communities and reducing their segregation from education. UNESCO (2009) adds that the goal of inclusive education is to enable the entire education systems to facilitate learning situations where