How Teachers’ Backgrounds Shape their Attitudes Toward Inclusive Education

Abstract

This study examines the attitudes of preschool and primary school teachers in Romania toward the implementation of inclusive education in mainstream educational settings. Drawing on a sample of 50 educators from both urban and rural environments, the research explores how teachers understand, perceive, and apply the principles of inclusive education, with particular attention to the influence of their socio educational background. A 21 item questionnaire was developed to assess teachers’ familiarity with inclusive practices, their willingness to implement them, and the perceived challenges associated with inclusion. Descriptive analyses were conducted for the first set of items, while inferential statistics—specifically the Student’s t test—were used to compare attitudes across urban and rural groups. The findings aim to contribute to a deeper understanding of the factors shaping teachers’ attitudes toward inclusive education and to support the development of more effective educational policies and practices that promote equity, participation, and meaningful learning opportunities for all children.