Analysis of teachers' attitudes and perceived self-efficacy towards inclusive education

Abstract

Teachers' training and attitudes towards inclusive education are key aspects that merit attention given the large heterogeneity of students currently enrolled in mainstream classes. The aim of this study is to examine teachers' attitudes towards the inclusion of students with specific educational needs in different educational stages, in addition to the perceived level of self-efficacy of the teachers themselves. For this purpose, two scales were administered to 75 teachers, one to assess attitudes and the other to assess the teachers perceived self-efficacy. Moreover, some of the participants were interviewed in order to obtain qualitative information about their perception of processes of inclusion. The results showed some differences between early childhood and primary teachers compared to teachers working in secondary schools. Specifically, the attitude of teachers in the first two educational cycles was found to be more positive than that of secondary school teachers. Regarding perceived self-efficacy, differences were also observed between primary and secondary school teachers, as primary school teachers consider themselves to be more prepared to meet the needs of this type of students. The results demonstrate the need to create collaborative support networks and develop teacher training programmes.