Teachers’ Attitudes Towards Inclusive Education in a Cultural Context

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dc.contributor.authorKossewska, Joanna
dc.contributor.authorKhofidotur, Rofiah
dc.contributor.authorSheehy, Kieron
dc.contributor.authorMachał, Katarzyna
dc.contributor.authorSajdak, Katarzyna
dc.date.accessioned2026-02-24T11:13:37Z
dc.date.available2026-02-24T11:13:37Z
dc.date.issued2024-12-31
dc.description.abstractAbstract: "RESEARCH OBJECTIVE: This study aimed to capture cross-cultural differences in teachers’ attitudes toward educational inclusion across Indonesia, Poland, the Republic of Germany, and the Slovak Republic, and to identify the most significant predictors shaping these attitudes. THE RESEARCH PROBLEM AND METHODS: The main research question focused on differences in three aspects of pro-inclusion attitudes among teachers (N = 666) from four countries, as well as the correlates and predictors of these attitudes. The research employed a quantitative paradigm using standardized measurement tools: MATIES by Mahat, SES by Rosenberg, EQ by Greenberg and colleagues, and the Fun for Teaching Learning Scale by Okada. THE PROCESS OF ARGUMENTATION: Teachers’ attitudes towards educational inclusion are important factors in determining the success of inclusive education for students with disabilities. Understanding the factors that shape these attitudes is essential from both theoretical and practical perspectives. RESEARCH RESULTS: The analysis revealed that teachers’ attitudes towards educational inclusion vary across cultures. German teachers exhibited the least favorable attitudes toward inclusion. Teachers in general education schools demonstrated more pro-inclusion attitudes compared to those in special education settings. Gender was not found to be a differentiating factor in attitudes toward inclusion. CONCLUSIONS, RECOMMENDATIONS AND APPLICABLE VALUE OF RESEARCH: Including students with disabilities is a very difficult and demanding task in modern schools. Successful implementation requires professional preparation and proper organization of space and time, and a strong commitment to individualizing each student’s education. As positive teacher attitudes can enhance the effectiveness of inclusive education, developing such attitudes is vital. Practical interventions should be based on analyzing and strengthening predictors of pro-inclusion attitudes to develop the necessary personal resources."(...)
dc.identifier.citationHoryzonty Wychowania, Vol. 23, No. 68, 2024
dc.identifier.doihttps://doi.org/10.35765/ hw.2024.2368.05
dc.identifier.eissn2391-9485
dc.identifier.urihttps://hdl.handle.net/11315/31560
dc.language.isoen
dc.language.isopl
dc.publisherUniwersytet Ignatianum w Krakowie
dc.rightsCC BY‑ ND 4.0
dc.subjectinclusive education
dc.subjectteachers’ attitudes
dc.subjectcultural context,
dc.subjectschool settings
dc.subjectspecial needs
dc.subjectinkluzja edukacyjna
dc.subjectpostawy nauczycieli
dc.subjectkontekst kulturowy
dc.subjecttyp szkoły
dc.subjectspecjalne potrzeby edukacyjne
dc.subject.otherPedagogika
dc.titleTeachers’ Attitudes Towards Inclusive Education in a Cultural Context
dc.title.alternativePostawy nauczycieli wobec inkluzji edukacyjnej w kontekście różnic kulturowych
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