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Teachers' Attitudes towards Inclusion and Views on Self-Efficacy and Classroom Practices Regarding Inclusive Education

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Title: Teachers' Attitudes towards Inclusion and Views on Self-Efficacy and Classroom Practices Regarding Inclusive Education
Language: English
Authors: Yakup Burak, Emine Ahmetoglu, Suad Sakalli Gumus (ORCID 0000-0003-0654-9136)
Source: Journal of Research in Special Educational Needs. 2026 26(1).
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 11
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Descriptors: Inclusion, Barriers, Student Rights, Teacher Attitudes, Educational Practices, Students with Disabilities, Teacher Characteristics, Self Efficacy, Predictor Variables, Foreign Countries
Geographic Terms: Turkey
DOI: 10.1111/1471-3802.70047
ISSN: 1471-3802
Abstract: Inclusive education is founded on the principles of human rights, social justice and equity, affirming that every learner has the right to quality education. Despite these legal and policy commitments, many children remain deprived of this right due to persistent barriers as indicated by the "Global education monitoring report 2024/5: Leadership in education -- Lead for learning. UNESCO," 2024. Among the most critical of these barriers are teachers' attitudes and classroom practices, which play a decisive role in the success of inclusion ("Children and Youth Services Review," 2024, 158, 107457; "International Journal of Disability, Development and Education," 2024, 71, 299; "European Journal of Special Needs Education," 2021, 36, 577). This study was designed to deepen understanding of the factors that shape positive teacher attitudes toward inclusive education. A quantitative design employing hierarchical regression modelling was used to examine the relationships between teachers' attitudes, demographic characteristics, perceived self-efficacy and classroom practices in Türkiye. While earlier studies have explored these variables, results have often been inconsistent. Data were collected from 405 teachers across diverse regions during the 2021-2022 academic year using snowball sampling. Findings highlight the predictive value of self-efficacy and classroom practices for shaping attitudes, while demographic influences were less consistent. This research contributes to the global discourse on inclusive education by underscoring the central role of teacher-related factors and offering insights to inform future policy, professional development and cross-cultural research.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1495145
Database: ERIC
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  Data: Teachers' Attitudes towards Inclusion and Views on Self-Efficacy and Classroom Practices Regarding Inclusive Education
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  Data: <searchLink fieldCode="AR" term="%22Yakup+Burak%22">Yakup Burak</searchLink><br /><searchLink fieldCode="AR" term="%22Emine+Ahmetoglu%22">Emine Ahmetoglu</searchLink><br /><searchLink fieldCode="AR" term="%22Suad+Sakalli+Gumus%22">Suad Sakalli Gumus</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0654-9136">0000-0003-0654-9136</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Research+in+Special+Educational+Needs%22"><i>Journal of Research in Special Educational Needs</i></searchLink>. 2026 26(1).
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: 11
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Inclusion%22">Inclusion</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Rights%22">Student Rights</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Practices%22">Educational Practices</searchLink><br /><searchLink fieldCode="DE" term="%22Students+with+Disabilities%22">Students with Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Characteristics%22">Teacher Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Predictor+Variables%22">Predictor Variables</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Turkey%22">Turkey</searchLink>
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  Data: 10.1111/1471-3802.70047
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  Data: Inclusive education is founded on the principles of human rights, social justice and equity, affirming that every learner has the right to quality education. Despite these legal and policy commitments, many children remain deprived of this right due to persistent barriers as indicated by the "Global education monitoring report 2024/5: Leadership in education -- Lead for learning. UNESCO," 2024. Among the most critical of these barriers are teachers' attitudes and classroom practices, which play a decisive role in the success of inclusion ("Children and Youth Services Review," 2024, 158, 107457; "International Journal of Disability, Development and Education," 2024, 71, 299; "European Journal of Special Needs Education," 2021, 36, 577). This study was designed to deepen understanding of the factors that shape positive teacher attitudes toward inclusive education. A quantitative design employing hierarchical regression modelling was used to examine the relationships between teachers' attitudes, demographic characteristics, perceived self-efficacy and classroom practices in Türkiye. While earlier studies have explored these variables, results have often been inconsistent. Data were collected from 405 teachers across diverse regions during the 2021-2022 academic year using snowball sampling. Findings highlight the predictive value of self-efficacy and classroom practices for shaping attitudes, while demographic influences were less consistent. This research contributes to the global discourse on inclusive education by underscoring the central role of teacher-related factors and offering insights to inform future policy, professional development and cross-cultural research.
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        Value: 10.1111/1471-3802.70047
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 11
    Subjects:
      – SubjectFull: Inclusion
        Type: general
      – SubjectFull: Barriers
        Type: general
      – SubjectFull: Student Rights
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Educational Practices
        Type: general
      – SubjectFull: Students with Disabilities
        Type: general
      – SubjectFull: Teacher Characteristics
        Type: general
      – SubjectFull: Self Efficacy
        Type: general
      – SubjectFull: Predictor Variables
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Turkey
        Type: general
    Titles:
      – TitleFull: Teachers' Attitudes towards Inclusion and Views on Self-Efficacy and Classroom Practices Regarding Inclusive Education
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            NameFull: Emine Ahmetoglu
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            NameFull: Suad Sakalli Gumus
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              Type: published
              Y: 2026
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