UDC 781.2:374.25.
DOI: https://doi.org/10.59694/ped_sciences.2026.23.170
TEACHERS’ ATTITUDES TOWARDS INCLUSION AND ITS RELATIONSHIP WITH THE PERCEPTION OF PROFESSIONAL COMPETENCE: RESULTS OF AN EMPIRICAL RESEARCH
Embedded Files
MOLNAR Krystyna Andriivna
researcher at the Tivadar Lehotsky Research Centre, Ferenc Rakoczi II Transcarpathian Hungarian University.
ORCID іD: https://orcid.org/0000-0002-0943-7597
Abstract:
Teachers’ attitudes toward inclusion and their relationship to perceived professional competence: results of an empirical study.
Inclusive education has become one of the defining trends in contemporary international and national education policy, the primary goal of which is to ensure equal access for all students. At the same time, the practical implementation of inclusion is not merely an institutional and regulatory issue; it depends to a significant extent on teachers’ preparedness, attitudes, and sense of professional competence. This study is based on the results of an empirical study that, using a survey of Hungarian teachers, examines the relationship between attitudes toward inclusive education and teachers’ sense of professional competence-particularly self-efficacy.
The study is based on the assumption that teachers who have a higher level of professional competence and feel more confident in handling inclusive pedagogical situations demonstrate a more positive attitude toward inclusion. the results indicate a significant relationship between teachers’ sense of self-efficacy and their attitudes toward inclusion. The study contributes to a deeper understanding of the factors influencing inclusive pedagogical practice and highlights the role of teacher training and support from educational institutions in strengthening the inclusive approach.
Teacher training and professional development programmes play a key role in this process, as they can help teachers to be more prepared and confident in responding to the challenges of inclusive education. In addition, developing the school environment, encouraging professional collaboration and creating a supportive institutional structure are also necessary conditions for the effective functioning of inclusive pedagogical practice. At the same time, the results of the study indicate the need for further research. In addition, longitudinal studies may be appropriate to investigate how teachers’ attitudes and self-efficacy change over time and with the accumulation of professional experience.
Keywords: inclusive education, teachers’ attitudes, sense of professional competence, self-efficacy, empirical study.
References:
Ainscow, M. (2005). Rozrobka system inklyuzyvnoyi osvity: yaki vazheli zmin? [Deve-loping inclusive education systems: What are the levers for change?].
Avramidis, E., & Norwich, B. (2002). Stavlennya vchyteliv do intehratsiyi/inklyuziyi: ohlyad litera-tury. [Teachers’ attitudes towards integra-tion/inclusion: A review of the literature].
Bandura, A. (1997). [Self-efficacy: The exercise of control]. New York.
Creswell, J. W. (2014). Dyzayn doslidzhennya: yakisni, kilʹkisni ta zmishani metody. Sage. [Research design: Qualitative, quantitative, and mixed methods approaches. Sage].
Field, A. (2013). Vidkryttya statystyky za dopomohoyu statystyky IBM SPSS. Sage. [Discovering statistics using IBM SPSS statistics. Sage].
6. Florian, L., & Black-Hawkins, K. (2011). Doslidzhennya inklyuzyvnoyi pedahohiky. [Explo-ring inclusive pedagogy].
Laykert, R. (1932). Metod vymiryuvannya stavlennya. [A technique for the measurement of attitudes].
Mitchell, D. (2014). Shcho diysno pratsyuye v spetsialʹniy ta inklyuzyvniy osviti. Routledge. [What really works in special and inclusive education. Routledge].
Savolainen, H., Engelbrecht, P., Nel, M., & Malinen, O.-P. (2012). Rozuminnya stavlennya vchyteliv ta yikhnʹoyi samoefektyvnosti v inklyuzyvniy osviti. [Understanding teachers’ attitudes and self-efficacy in inclusive education].
Sharma, U., Loreman, T., & Forlin, C. (2012). Vymiryuvannya efektyvnosti vchyteliv dlya vprovadzhennya inklyuzyvnykh praktyk. [Measu-ring teacher efficacy to implement inclusive practices].
Page updated
Report abuse