Teachers’ Attitudes Towards Inclusive Education in North Macedonian Schools

Abstract

Aim. This study examines the views of primary school teachers on inclusive education in North Macedonia, focusing on factors influencing their attitudes, including gender, teaching experience, education level, and prior experience with inclusive education. Methods. A total of 377 teachers participated in the study. The ATIES was used to assess their perceptions, and statistical analyses, including t-tests and ANOVA, were conducted to identify differences based on demographic factors. Results. Teachers expressed slightly positive attitudes towards inclusive education (M = 3.09, SD = 0.859), with the most favourable views on social inclusion and the least favourable on behavioural inclusion. Male teachers reported significantly more positive attitudes than fe-male teachers. Experience in inclusive education had a significant impact, with teachers who had advanced experience demonstrating the most positive attitudes across all dimensions. In contrast, overall teaching experience and education level showed minimal influence. Conclusions. While teachers in North Macedonia generally support inclusive education, their attitudes vary based on gender and prior exposure to inclusive practices. The findings highlight the importance of targeted professional development to enhance teachers’ confi-dence and preparedness for inclusive education.