Transformative Potential in Special Education: How Perceived Success, Training, Exposure, and Experience Contribute to Teacher Readiness for Inclusive Practice
Year: 2025
Type: article
Study design: Observational Study
Abstract: This study explored key predictors of teachers’ readiness for inclusive education, focusing on training, perceived success (self-efficacy), experience with students with special educational needs (SEN), and years of service. A total of 319 teachers completed questionnaires assessing professional preparation and four readiness dimensions identified through exploratory factor analysis: (F1) Teaching Adaptation and Collaborative Practices, (F2) Classroom Management and Behavioral Skills, (F3) Positive Attitudes toward Inclusion and Diversity, and (F4) Willingness to Cooperate and Comply. Multiple linear regression revealed that self-efficacy consistently predicted all four dimensions, underscoring its central motivational role in inclusive teaching. Training was positively associated with F1, while its effect on F2 was not significant. Experience with SEN predicted F2 and F4, suggesting that direct classroom exposure enhances behavioral management and collaborative engagement. Years of service predicted only F3, indicating that professional experience primarily fosters positive attitudes toward inclusion. Overall, the findings highlight that effective inclusive practices require transformative professional learning and a synergistic combination of strong self-efficacy, structured training, and experiential engagement, with each factor contributing differentially to specific aspects of teacher readiness.
Source: Education Sciences
Institutions: University of Thessaly, University of Patras
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
Open Access status: gold
Estimated APC paid: $2,172
OpenAlex ID: W4415818350