Abstract:

Inclusive Education has gained increasing relevance in Portugal, fostering learning environments in which all students feel valued. In this context, Attitudes and Intentions towards Inclusion reflect teachers’ beliefs and predisposition towards inclusive pedagogical practices, while Self-Efficacy refers to their confidence in their ability to implement such practices. Life Satisfaction represents individuals’ overall cognitive evaluation of their lives, and Teacher Well-Being encompasses dimensions such as professional satisfaction, perceived effectiveness, and organizational support. This study aimed to analyse the relationships between Attitudes and Intentions towards Inclusion, Self-Efficacy for inclusive practices, Life Satisfaction, and Teacher Well-Being in a sample of 123 Portuguese teachers. Data were collected through an online questionnaire consisting of a sociodemographic survey, the Attitudes and Intentions for Inclusion Scale, the Teacher Self-Efficacy for Inclusive Practices Scale, the Satisfaction with Life Scale, and the Teacher Well-Being Scale. The results revealed moderate levels of inclusive attitudes and intentions, self-efficacy, and teacher life satisfaction/well-being. Positive and significant correlations were found between attitudes and intentions towards inclusion, self-efficacy, and life satisfaction/well-being, suggesting that teachers who experience higher emotional satisfaction also feel more competent and motivated to implement inclusive practices. No significant differences were observed regarding sex, age, years of service, specific training, or number of teaching levels, indicating that these factors do not independently influence teachers’ perceptions of inclusion. Future research using longitudinal methodologies and more diverse samples may deepen these findings and support the development of more inclusive educational practices.

Keywords:

Inclusive Education, Attitudes, Intentions, Self-Efficacy, Life Satisfaction, Well-being, Teachers.