Relationships among implicit theories of intelligence, attitudes toward inclusion and teacher self‐efficacy beliefs for inclusive practices

Abstract A persistent 16% gap exists in U.S. graduation rates between all students and those with disabilities, partly due to inadequate teacher preparation for inclusive practices. This sequential explanatory mixed methods study investigated how general education teachers' beliefs—implicit theories of intelligence (i.e., fixed and growth mindset), self‐efficacy and attitudes toward inclusion—influenced their classroom behaviours. Phase one utilized surveys with 368 Pre‐K–12 general education teachers in south Louisiana (87% female; 49.2% elementary); phase two involved interviews with eight high school general education teachers (75% female). Results indicate that most teachers demonstrated a growth mindset, positive attitudes toward inclusion and high self‐efficacy for inclusive practices. However, high school teachers scored lower across these factors and a considerable number lacked pre‐service special education training. Both qualitative and quantitative data revealed a significant tension: teachers viewed inclusion as beneficial but struggled with its practical feasibility due to perceived limited success and insufficient support. A structural equation model (SEM), grounded in social cognitive theory (SCT), validated a strong predictive relationship between mindset and attitudes toward inclusion. These findings underscore the critical need for enhanced teacher preparation and ongoing professional development to bridge the gap between positive beliefs and effective inclusive practices.