Teachers’ attitudes toward inclusive education in Romania

Teachers' attitudes are considered a key factor in implementing inclusive education. This study aimed to examine how teachers' intrinsic motivation and perceived self-efficacy predict their attitudes towards inclusive education for students with special educational needs. The study employed a correlational design with a sample of 121 Hungarian-speaking teachers in Romania. The findings suggest that higher levels of perceived self-efficacy and intrinsic motivation are associated with more positive attitudes toward inclusion. Furthermore, the results indicate that in-service training can enhance teachers' attitudes toward educating students with special educational needs.