Preparing Teachers for Inclusion: A Path Model Examining How Readiness Influences Responses

This study examined how teacher readiness dimensions influence pre-service teachers' emotional responses to inclusive education.A cross-sectional survey was conducted with 255 pre-service teachers at a teacher education university in Taipei.Participants completed the "Readiness and Responses to Inclusive Education Questionnaire" after reading a scenario about teaching students with special needs.Latent variable path analysis examined relationships between three readiness dimensions (Knowledge, Skills, and Attitudinal Readiness) and two response outcomes (Positive Acceptance and Negative Anxiety).Both path models demonstrated excellent fit (CFI = 0.96, RMSEA = 0.06).Skills Readiness emerged as the strongest predictor of both Positive Acceptance ( = 0.45, p < .001)and reduced Negative Anxiety ( = -0.61,p < .001).Attitudinal Readiness also significantly predicted both outcomes ( = 0.32 and = -0.15,respectively).Knowledge Readiness did not directly predict responses but showed strong correlation with Skills Readiness (r = 0.79).Results indicate that practical competencies are more critical than theoretical knowledge in shaping emotional responses to inclusive education.Teacher preparation programs should prioritize skills-based training and experiential learning while addressing attitudes and anxieties about inclusion.