Abstract:

Teacher attitudes play a central role in determining the effectiveness and sustainability of inclusive education practices in mainstream school settings. This study aims to examine how teachers’ beliefs about inclusion, their perceived self-efficacy, and contextual school factors interact to influence the implementation of inclusive instructional strategies. By focusing on both psychological dispositions and organizational conditions, the research seeks to clarify the predictors that support or hinder successful inclusion at the classroom level.

The study employed a quantitative research design involving 112 teachers from ten public schools located in southern Romania. Data were collected using a structured questionnaire based on a five-point Likert scale, which measured attitudes toward inclusive education, self-perceived professional competence in addressing diverse learning needs, perceived administrative support, workload pressure, and opportunities for peer collaboration. The analytical approach allowed for the examination of relationships between these variables and teachers’ reported willingness to adapt teaching practices for inclusive classrooms.

The results indicate that positive attitudes toward inclusion are strongly associated with higher levels of self-efficacy and perceived institutional support. Teachers who reported greater confidence in their inclusive teaching abilities and clearer encouragement from school leadership demonstrated a higher readiness to modify instructional strategies and engage with diverse learners. In contrast, elevated workload demands and limited collaboration with colleagues emerged as significant barriers, weakening both motivation and practical engagement with inclusive practices. These findings highlight the combined influence of individual and contextual factors on implementation outcomes.

The study concludes that fostering inclusive education requires targeted efforts that extend beyond policy mandates or awareness initiatives. Strengthening teacher self-efficacy through professional learning communities, reflective supervision, and supportive leadership structures is essential for translating positive attitudes into sustained practice. By emphasizing empowerment, recognition, and shared responsibility, schools can move toward a cultural shift in which inclusion is enacted as a collective and deeply embedded educational value rather than a peripheral obligation.

Keywords:

Teacher attitudes, self-efficacy, inclusive education, professional development, school culture, implementation success.