ISSN: 2945-4190

World Journal on Education and Humanities Research

Creative Commons Attribution 4.0 International
Vol. 4, Issue 1, pp. 191-101
Received, February 2024; Revised March 2024;
Accepted April 2024

Article
Assessing Teachers’ Competence and Attitudes Towards Inclusive
Education

Jessa Marie Abello

Arestia Galo
Ma. Lu Maneja
Raymond Espina
Veronica Calasang
Janine Joy Tinerefe
Vivian Arnaiz

Corresponding Author: [email protected]

Abstract: This study explores the link between teachers' self-assessed

competence in managing learners with special needs and their attitudes
towards inclusive education, revealing that while teachers report a high level
of competence and positive attitudes towards inclusion, particularly for
students with autism, there is no statistically significant correlation between
these two factors. Despite teachers' confidence in their abilities and favorable
views on inclusive practices, the negligible positive correlation found suggests
that other, unexamined factors may influence attitudes towards inclusion. This
research underlines the complexity of the relationship between teacher
competence and attitudes towards inclusive education, indicating that
competence alone may not predict or enhance positive attitudes towards
inclusive practices. The findings call for further exploration into the myriad
influences on teachers' stances towards inclusive education.

Keywords: Inclusive education, teachers’ competence and attitudes, educational

practices

Introduction
The goal of inclusive education is to enable all students,
regardless of their physical, intellectual, social, emotional, linguistic, or
other problems, with the chance to learn together in regular classes
(Katitas & Coskun, 2020). Nilhom (2021) emphasized that this is
Copyright: © 2024 by the authors.
Submitted for possible open access
accomplished through the use of a pedagogical approach known as
publication under the terms and conditions inclusive education. Marquez & Melero-Aguila (2022) highlighted that
of the Creative Commons Attribution (CC BY)
license(https://creativecommons.org/licens inclusive education is based on the principle of acceptance and works
es/by/4.0/).
toward the goal of modifying the educational system so that it can cater
to the requirements of all students. Moreover, the educational
experience of other students is enhanced as a result of this strategy,

Abello et al. (2024). Assessing Teachers’ Competence and Attitudes Towards Inclusive
Education. Copyright (c) 2024. Author (s). This is an open term of Creative Commons
Attribution License (CC BY). www.wjehr.com
 ISSN: 2945-4190

which not only aids students who have special educational needs but
also promotes diversity and understanding among student populations
(Linder & Schwab, 2020).
According to Mitchell & Sutherland (2020) in order for this
strategy to be successful, it is necessary that educators possess the
necessary skills to teach inclusive education. In the context of this
discussion, the term "competence" refers to the capacity of the educator
to modify instructional strategies, materials, and evaluations in order
to cater to the varied requirements of each and every student (Abba &
Rashid, 2020; Kuyini et al., 2021). Teachers are required to have a
comprehensive awareness of the diversity in individual learning styles,
a range of adaptable instructional tactics, and the capacity to effectively
cooperate with other professionals and families (Aktan, 2020; Ng &
Kwan, 2020). Establishing an inclusive classroom environment in
which all students are able to participate in learning activities that are
both relevant and challenging, essential to have teachers who are
competent (Lakkala et al., 2021; Alves et al., 2020).
In a similar vein, the attitudes that educators have toward
inclusive education have a substantial impact on the effectiveness of the
program (Yada et al., 2022; Radojlovic et al., 2022). Through the
cultivation of positive attitudes, a classroom atmosphere may be
created that is inclusive, where diversity is valued, and where all
children feel encouraged and welcomed (Black-Hawkins et al., 2022).
According to Boyle et al. (2020) teachers with positive attitudes towards
inclusion are more likely to implement inclusive practices effectively,
recognize the potential in every student, and maintain high
expectations for all. Conversely, negative attitudes can create barriers
to inclusion, leading to lower expectations and reduced opportunities
for students with special educational needs (Gallego-Ortega &
Rodriguez-Fuentes, 2021).
When it comes to determining the quality of inclusive education,
the interaction between the competence and attitudes of educators is of
the utmost importance (Paseka & Schwab, 2020). Thus, both
competence and positive attitudes are indispensable for teachers to
navigate the complexities of inclusive education successfully (Mieghem
et al., 2020). Training and professional development opportunities that
enhance both aspects can significantly contribute to the success of
inclusive education. In order for educators to successfully traverse the
complexity of inclusive education, it is essential for them to possess
both the required level of competency and a positive attitude
(Kozibroda et al., 2020). The success of inclusive education can be
strongly influenced by the availability of training and professional
development opportunities that improve both characteristics (Love &
Horn, 2021).
Nevertheless, research reveals that there are gaps in both the
number of positive attitudes held by teachers towards inclusive
education and the level of competence that teacher possess in managing
Abello et al. (2024). Assessing Teachers’ Competence and Attitudes Towards Inclusive
Education. Copyright (c) 2024. Author (s). This is an open term of Creative Commons
Attribution License (CC BY). www.wjehr.com
 ISSN: 2945-4190

inclusive classrooms. In order to effectively address these weaknesses,

it is necessary to do continuing research and development in all of the
programs that are designed to educate teachers and provide
professional development opportunities. Looking forward, research
should focus on identifying and bridging these gaps. Specifically, in the
Department of Education and other educational stakeholders should
investigate the effectiveness of current teacher education programs in
preparing teachers for inclusive education, the impact of teachers'
attitudes and competencies and their inclusive practices. Additionally,
teachers themselves play a crucial role in this research direction.
Reflecting on this study, department of education can provide support
to teachers that enhance teacher competence and foster more positive
attitudes towards inclusive education, thereby making a significant
contribution to the field.

Methodology

In this study, a descriptive-correlational research design was employed

to investigate the relationship between teachers' profiles and their
attitudes towards the inclusion of learners with disabilities in regular
classrooms. Drawing upon the framework outlined by Seeram in 2019,
this approach aimed to describe the current state of teachers'
competence and attitudes without manipulating the study
environment, while also exploring potential correlations between these
variables. Teachers from various educational settings were selected as
respondents due to their firsthand experience with inclusive education.
Data collection was facilitated through a modified rating scale
questionnaire, which incorporated elements from Tenerife et al. (2022)
for assessing teachers' competence, and Wilkerson, S.E. (2012) for
gauging attitudes towards inclusion. The questionnaires were designed
to capture detailed information on the respondents' ability to manage
inclusive classrooms and their perspectives on inclusive education.
Responses were measured using a five-point Likert scale, ranging from
strongly agree to strongly disagree, enabling a nuanced analysis of the
levels of competence and attitudes among teachers regarding inclusive
education. This methodology was chosen for its effectiveness in
highlighting associations between teachers' professional profiles and
their receptiveness to inclusive practices without inferring causality,
thereby providing valuable insights into the dynamics of inclusive
education in contemporary classrooms.

Results and Discussion

Table 1 provides a teacher’s information in terms of age and gender.

The data reveals a significantly higher number of females (22)
compared to males (8), accounting for 73.33% and 26.67% of the total
population, respectively. The distribution across age groups shows a
Abello et al. (2024). Assessing Teachers’ Competence and Attitudes Towards Inclusive
Education. Copyright (c) 2024. Author (s). This is an open term of Creative Commons
Attribution License (CC BY). www.wjehr.com
 ISSN: 2945-4190

predominant concentration of individuals in the 24-33 age group,

which comprises 56.67% of the total population, with females (10) and
males (7) making up 33.33% and 23.33%, respectively.
Table 1. Age and Gender

Female Male Total

Age (in years)
F % F % F %
54 and above 1 3.33 0 0.00 1 3.33
44-53 6 20.00 0 0.00 6 20.00
34-43 5 16.67 1 3.33 6 20.00
24-33 10 33.33 7 23.33 17 56.67
Total 22 73.33 8 26.67 30 100.00

The 34-43 age group represents 20% of the population, with a notable
gender disparity: 5 females (16.67%) and only 1 male (3.33%). In the 44-
53 age bracket, females (6) completely dominate this category, making
up 20% of the total population with no male representation. The oldest
age group, 54 and above, has the smallest representation at 3.33%,
consisting of a single female participant and no male participants.
Overall, the data highlights a skewed gender distribution across all age
groups, with a pronounced underrepresentation of males, especially
noticeable in the older age brackets.

Table 2. Field of Specialization

Field of Specialization F %
Filipino 6 20
English 6 20
Physical Education 2 6.67
Math 5 16.67
Science 2 6.67
TLE 5 16.67
Social Science 4 13.33
Total 30 100

This table outlines the field of specialization of teacher respondents,

illustrating a diverse range of interests but with notable concentrations
in certain areas. Both Filipino and English are the most popular
specializations, each attracting 6 respondents, which accounts for 20%
of the total population in each field. This suggests a strong interest in
language and literary studies among the group. Mathematics (Math)
and Technology and Livelihood Education (TLE) are also significant
fields, each with 5 respondents, representing 16.67% of the total. These
areas highlight an interest in both quantitative analysis and practical,
vocational skills. Social Science, with 4 respondents, makes up 13.33%
of the total, indicating a moderate engagement with subjects related to
society and human behavior. On the other hand, Physical Education
and Science each have the lowest representation, with only 2
respondents (6.67%) in each field. This relatively lower interest in these
areas could reflect broader trends or specific contexts of the respondent
group. The overall distribution of specializations showcases a group
Abello et al. (2024). Assessing Teachers’ Competence and Attitudes Towards Inclusive
Education. Copyright (c) 2024. Author (s). This is an open term of Creative Commons
Attribution License (CC BY). www.wjehr.com
 ISSN: 2945-4190

with diverse academic and vocational interests, with a particular

emphasis on language, mathematics, and practical skills, alongside a
more modest engagement with the natural sciences, physical
education, and social studies.

Table 3. Highest Educational Attainment

Educational Attainment F %
Master’s Graduate 2 6.67
With Master’s Units 21 70
Bachelor’s Degree 7 23.33
Total 30 100

This table presents the highest educational attainment teacher

respondents, showcasing a significant lean towards advanced studies,
particularly at the master's level. The most notable finding is that a vast
majority, 21 respondents or 70%, have completed some units towards a
master’s degree. This high percentage indicates a strong commitment
to further education beyond the undergraduate level, suggesting that
the majority of the respondents are in the process of enhancing their
qualifications, possibly to advance their careers or deepen their
expertise in their respective fields. In contrast, only 2 respondents, or
6.67%, have fully completed a master’s degree. This smaller proportion
could imply various factors, such as the recent commencement of
graduate studies among the group or the challenges and demands of
completing such programs. Furthermore, 7 respondents, or 23.33%,
hold a bachelor’s degree as their highest educational attainment. This
indicates that a considerable minority of the group has attained the
standard qualification for professional entry-level positions in many
fields.

Table 4. Length of Service

Length of Service F %
16 and above 4 13.33
Nov-15 5 16.67
06-Oct 10 33.33
01-May 11 36.67
Total 30 100

This table delineates the length of service among 30 respondents,

categorizing them into four distinct intervals based on the number of
years they have served. The data reveals a progressive distribution,
with the majority of respondents having relatively shorter lengths of
service. Notably, 11 respondents, constituting 36.67% of the population,
have served between 1 to 5 years. This segment represents the largest
proportion of the group, indicating a significant influx of newer
members or employees within the last five years, suggesting either
growth or turnover in the organization. Following closely, 10
respondents (33.33%) have a service length ranging from 6 to 10 years.
Abello et al. (2024). Assessing Teachers’ Competence and Attitudes Towards Inclusive
Education. Copyright (c) 2024. Author (s). This is an open term of Creative Commons
Attribution License (CC BY). www.wjehr.com
 ISSN: 2945-4190

This substantial representation underscores a stable core within the

organization, likely contributing significantly to its continuity and
institutional memory. The next category, covering service lengths from
11 to 15 years, includes 5 respondents or 16.67% of the total. This
demonstrates a smaller yet significant cohort of experienced
individuals who have dedicated over a decade to their roles, providing
a layer of depth to the organization's expertise and stability. Lastly, the
group with the longest tenure, those with 16 years of service and above,
comprises 4 individuals, making up 13.33% of the total.

Table 5. Level of Competence

S/N Indicators WM Verbal Description
Modifying my teaching strategies to cater
1 4.2 Agree
children with special needs.
Handling behavior of learners with special needs
2 3.93 Agreee
in an inclusive classroom
Implementing the process on how to handle a
3 4.43 Strongly Agree
class catering learners with special needs.
Using assistive technology for learners with Strongly Agree
4 4.43
special needs
Using appropriate assessment tools for learners Strongly Agree
5 4.43
with special needs
Motivating learners with special needs to Strongly Agree
6 4.53
participate in class activities
Catering to the needs of the learners with Strongly Agree
7 4.5
disability
Providing interventions of any learner with special Strongly Agree
8 4.43
needs
Identifying the strengths and weaknesses of Strongly Agree
9 4.37
learners with special needs
Providing atmosphere that is friendly to both Strongly Agree
10 4.53
learners with and without special needs
Collaborating strategies and techniques in
11 handling learners with special needs with my 4.13 Agree
colleagues
Coordinating with well-trained teachers with Strongly Agree
12 regards to the strategies I apply inside the 4.33
classroom to address the needs of the learners
Establishing partnership with parents to monitor Strongly Agree
13 4.6
the progress of the child
Preparing anecdotal records of the learners with Strongly Agree
14 4.4
special needs
Pursuing advanced studies to enrich my Strongly Agree
15 knowledge on handling learners with special 4.53
needs

The results depicted in Table 5 showcase the levels of competence of

teachers in various aspects of handling learners with special needs.
Data showed that with the highest weighted mean of 4.6, is the
indicator concerning "Establishing partnership with parents to monitor
the progress of the child", suggesting a strong consensus on its
importance and the effectiveness with which teachers can engage.

Abello et al. (2024). Assessing Teachers’ Competence and Attitudes Towards Inclusive
Education. Copyright (c) 2024. Author (s). This is an open term of Creative Commons
Attribution License (CC BY). www.wjehr.com
 ISSN: 2945-4190

Following closely are aspects such as "Motivating learners with special

needs to participate in class activities" and "Providing atmosphere that
is friendly to both learners with and without special needs", both
registering a WM of 4.53, indicating a very strong agreement on their
proficiency. The domain of using assistive technology, utilizing
appropriate assessment tools, catering to learners' needs, providing
interventions, and identifying learners' strengths and weaknesses, each
scored a 4.43 WM, reflecting a substantial competence in employing
diverse methodologies and technologies to support inclusive
education. Conversely, the areas with relatively lower scores, yet still
within the "Agree" range, include "Handling behavior of learners with
special needs in an inclusive classroom" with a WM of 3.93, and
"Collaborating strategies and techniques in handling learners with
special needs with my colleagues" with a WM of 4.13. These slightly
lower scores may indicate areas where teachers feel they could benefit
from further training or resources, despite still holding a positive
outlook on their capabilities. Overall, the results illuminate a strong
foundation of competence among teachers in addressing the needs of
learners with special needs, with particular strengths in fostering
parental partnerships, engaging learners in activities, and creating
inclusive environments. However, it also highlights areas for potential
growth in collaborative strategies and behavior management,
emphasizing the ongoing journey towards educational inclusivity.

Table 6 outlines teachers’ attitude towards inclusive education. The

highest level of agreement, with a WM of 4.17, is observed in the belief
that "The responsibility for educating students with autism in regular
classrooms should be shared between general and special education
teachers," reflecting a strong consensus on the collaborative model of
education. Closely following is the support for a consultant teacher
model, which received a WM of 4.13, indicating a significant inclination
towards cooperation and shared expertise in addressing the
educational needs of students with autism within regular classroom
settings. On the other hand, more moderate views are evident in
statements regarding the necessity and effectiveness of integrating
students with autism into regular classrooms. The lowest WM of 3.23,
indicating a "Neutral" stance, concerns the elimination of separate
classrooms exclusively serving students with autism, suggesting
ambivalence about fully mainstreaming autism education. Similar
neutrality is seen with a WM of 3.37 regarding the effectiveness of
educating students with autism in regular classrooms compared to
special education settings, highlighting ongoing debates about the best
environments for their learning. Statements regarding the seldom need
to remove students with autism from regular classrooms (WM 3.70),
modifications to regular classrooms to meet the needs of students with
autism (WM 3.90), and the benefits of team teaching (WMs of 3.73 and
perspective towards inclusive education.
Abello et al. (2024). Assessing Teachers’ Competence and Attitudes Towards Inclusive
Education. Copyright (c) 2024. Author (s). This is an open term of Creative Commons
Attribution License (CC BY). www.wjehr.com
 ISSN: 2945-4190

Table 6. Level of Attitudes

S/N Indicators WM Verbal Description
All students with autism should be educated in regular
1 classrooms with non-handicapped peers to the fullest extent 3.47 Agree
possible.
It is seldom necessary to remove students with autism from
2 3.70 Agree
regular classrooms in order to meet their educational needs.
Most or all separate classrooms that exclusively serve
3 3.23 Neutral
students with autism should be eliminated.
Most or all regular classrooms can be modified to meet the
4 3.90 Agree
needs of students with autism.
Students with autism can be more effectively educated in
5 regular classrooms as opposed to special education 3.37 Neutral
classrooms.
Inclusion is a more efficient model for educating students Agree
6 with autism because it reduces transition time (i.e. the time 3.57
required to move from one setting to another).
Students with autism should not be taught in regular classes Agree
7 with non-disabled students because they will require too 3.60
much of the teacher's time.
I have doubts about the effectiveness of including students Agree
8 with autism in regular classrooms because they often lack 3.60
the academic skills necessary for success.
I have doubts about the effectiveness of including students Agree
9 with autism in regular classrooms because they often lack 3.60
the social skills necessary for success.
I find that general education teachers often do not succeed
10 3.00 Neutral
with students with autism, even when they try their best.
I would welcome the opportunity to team-teach as a model Agree
11 for meeting the needs of students with autism in regular 3.73
classrooms.
All students benefit from team teaching; that is, the pairing Agree
12 ofa general and a special education teacher in the same 3.77
classroom.
The responsibility for educating students with autism in Agree
13 regular classrooms should be shared between general and 4.17
special education teachers.
I would welcome the opportunity to participate in a Agree
consultant teacher model (i.e. regular collaborative
meetings between special and general education teachers to
14 4.13
share ideas, methods and materials) as a means of Agree
addressing the needs of students with autism in regular
classrooms.

Interestingly, concerns about the potential drawbacks of inclusion, such

as the intensive time requirement from teachers and doubts about the
students' academic and social skills (each with a WM of 3.60), also
reached a level of agreement, indicating recognition of the challenges
alongside the benefits of such educational approaches. Moreover, the
results reflect a generally positive attitude towards the inclusion of
students with autism in regular classrooms, underscored by a strong
belief in collaborative teaching methods. However, the presence of
neutral stances and concerns highlights the complexity of
implementing inclusive education effectively, pointing to a need for

Abello et al. (2024). Assessing Teachers’ Competence and Attitudes Towards Inclusive
Education. Copyright (c) 2024. Author (s). This is an open term of Creative Commons
Attribution License (CC BY). www.wjehr.com
 ISSN: 2945-4190

balanced approaches that consider both the potential benefits and

challenges.

Table 7. Test of Relationship between the Teachers’ Competence and Attitudes towards Inclusive
Education
Strength of
Variables r-value p – value Decision Remarks
Correlation
Competence and Negligible Do not Not
0.055 0.774
Attitudes Positive reject Ho Significant
*Significant at p<0.05 (two-tailed)

Table 7 presents the results of a statistical test examining the

relationship between teachers' competence in handling learners with
special needs and their attitudes towards inclusive education. The r-
value reported is 0.055, indicating a very low positive correlation
between these two variables. This suggests that, within the context of
this study, there is a minimal direct relationship between how
competent teachers feel in their skills and strategies for teaching
learners with special needs and their attitudes towards the inclusion of
these learners in regular educational settings. Given that this result is
marked as significant at p<0.05 (two-tailed), it suggests that while the
correlation is statistically significant, the strength of the relationship is
weak. This outcome might imply that factors other than personal
competence in special needs education significantly influence teachers'
attitudes towards inclusive education. Such factors could include
institutional support, resources available for inclusive education,
personal beliefs about disability and inclusion, or experiences with
inclusive education. The minimal correlation suggests that enhancing
teachers' competence alone may not be sufficient to significantly shift
attitudes towards more positive perceptions of inclusive education.
Instead, a multifaceted approach, addressing both skills and broader
educational and societal attitudes towards inclusion, may be necessary
to foster more supportive attitudes among teachers towards inclusive
education.

Conclusion

The findings reveal that while teachers self-report high levels of

competence in handling learners with special needs and generally hold
positive attitudes towards inclusive education, especially for students
with autism, there is a negligible positive correlation between these
competences and attitudes that is not statistically significant. This
suggests that a teacher's perceived competence in catering to special

Abello et al. (2024). Assessing Teachers’ Competence and Attitudes Towards Inclusive
Education. Copyright (c) 2024. Author (s). This is an open term of Creative Commons
Attribution License (CC BY). www.wjehr.com
 ISSN: 2945-4190

needs learners does not necessarily impact their attitudes towards

inclusive education. Despite individual positive perceptions on both
fronts, the lack of a significant relationship indicates that factors beyond
the scope of the provided data might influence teachers' attitudes
towards inclusion, or that competence alone is not a strong predictor of
positive attitudes towards inclusive education practices.

References

Abba, U. M., & Rashid, A. M. (2020). Teachers’ competency

requirement for implementation of inclusive education in
Nigeria. Universal Journal of Educational Research, 8(3), 60-69.
Alves, I., Campos Pinto, P., & Pinto, T. J. (2020). Developing inclusive
education in Portugal: Evidence and challenges. Prospects, 49(3), 281-
296.
Aktan, O. (2020). Determination of Educational Needs of Teachers
Regarding the Education of Inclusive Students with Learning
Disability. International Journal of Contemporary Educational
Research, 7(1), 149-164.
Black-Hawkins, K., Maguire, L., & Kershner, R. (2022). Developing
inclusive classroom communities: what matters to children?. Education
3-13, 50(5), 577-591.
Boyle, C., Anderson, J., & Allen, K. A. (2020). The importance of teacher
attitudes to inclusive education. In Inclusive education: Global issues and
controversies (pp. 127-146). Brill.
Gallego-Ortega, J. L., & Rodríguez-Fuentes, A. (2021). Teaching
attitudes towards students with disabilities. Mathematics, 9(14), 1637.
Katitas, S., & Coskun, B. (2020). What is meant by inclusive education?
Perceptions of Turkish teachers towards inclusive education. World
Journal of Education, 10(5), 18-28.
Kozibroda, L. V., Kruhlyk, O. P., Zhuravlova, L. S., & Chupakhina, S.
V. (2020). Practice and Innovations of Inclusive Education at
School. International Journal of Higher Education, 9(7), 176-186.
Kuyini, A. B., Major, T. E., Mangope, B., & Alhassan, M. (2021).
Botswana teachers: competencies perceived as important for inclusive
education. International Journal of Inclusive Education, 1-16.
Lakkala, S., Galkienė, A., Navaitienė, J., Cierpiałowska, T., Tomecek, S.,
& Uusiautti, S. (2021). Teachers supporting students in collaborative
ways—An analysis of collaborative work creating supportive learning
environments for every student in a school: Cases from Austria,
Finland, Lithuania, and Poland. Sustainability, 13(5), 2804.

Abello et al. (2024). Assessing Teachers’ Competence and Attitudes Towards Inclusive
Education. Copyright (c) 2024. Author (s). This is an open term of Creative Commons
Attribution License (CC BY). www.wjehr.com
 ISSN: 2945-4190

Lindner, K. T., & Schwab, S. (2020). Differentiation and

individualisation in inclusive education: a systematic review and
narrative synthesis. International journal of inclusive education, 1-21.
Love, H. R., & Horn, E. (2021). Definition, context, quality: Current
issues in research examining high-quality inclusive education. Topics in
Early Childhood Special Education, 40(4), 204-216.
Márquez, C., & Melero-Aguilar, N. (2022). What are their thoughts
about inclusion? Beliefs of faculty members about inclusive
education. Higher Education, 83(4), 829-844.
Van Mieghem, A., Verschueren, K., Petry, K., & Struyf, E. (2020). An
analysis of research on inclusive education: a systematic search and
meta review. International Journal of Inclusive Education, 24(6), 675-689.
Mitchell, D., & Sutherland, D. (2020). What really works in special and
inclusive education: Using evidence-based teaching strategies. Routledge.
Nilholm, C. (2021). Research about inclusive education in 2020–How
can we improve our theories in order to change practice?. European
Journal of Special Needs Education, 36(3), 358-370.
Ng, S. W., & Kwan, Y. W. (2020). Inclusive education teachers—
Strategies of working collaboratively with parents of children with
special educational needs in Macau. International Journal of Educational
Reform, 29(2), 191-207.
Paseka, A., & Schwab, S. (2020). Parents’ attitudes towards inclusive
education and their perceptions of inclusive teaching practices and
resources. European journal of special needs education, 35(2), 254-272.
Radojlovic, J., Kilibarda, T., Radevic, S., Maricic, M., Parezanovic Ilic,
K., Djordjic, M., ... & Radovanovic, S. (2022). Attitudes of primary
school teachers toward inclusive education. Frontiers in psychology, 13,
891930.
Seeram, E. (2019). An overview of correlational research. Radiologic
Technology, 91(2), 176–179.
Yada, A., Leskinen, M., Savolainen, H., & Schwab, S. (2022). Meta-
analysis of the relationship between teachers’ self-efficacy and attitudes
toward inclusive education. Teaching and Teacher Education, 109, 103521.

Abello et al. (2024). Assessing Teachers’ Competence and Attitudes Towards Inclusive
Education. Copyright (c) 2024. Author (s). This is an open term of Creative Commons
Attribution License (CC BY). www.wjehr.com