Teachers' attitudes towards inclusion and views on self‐efficacy and classroom practices regarding inclusive education

Abstract Inclusive education is founded on the principles of human rights, social justice and equity, affirming that every learner has the right to quality education. Despite these legal and policy commitments, many children remain deprived of this right due to persistent barriers as indicated by the Global education monitoring report 2024/5: Leadership in education – Lead for learning. UNESCO , 2024. Among the most critical of these barriers are teachers' attitudes and classroom practices, which play a decisive role in the success of inclusion ( Children and Youth Services Review , 2024, 158, 107457; International Journal of Disability, Development and Education , 2024, 71, 299; European Journal of Special Needs Education , 2021, 36, 577). This study was designed to deepen understanding of the factors that shape positive teacher attitudes toward inclusive education. A quantitative design employing hierarchical regression modelling was used to examine the relationships between teachers' attitudes, demographic characteristics, perceived self‐efficacy and classroom practices in Türkiye. While earlier studies have explored these variables, results have often been inconsistent. Data were collected from 405 teachers across diverse regions during the 2021–2022 academic year using snowball sampling. Findings highlight the predictive value of self‐efficacy and classroom practices for shaping attitudes, while demographic influences were less consistent. This research contributes to the global discourse on inclusive education by underscoring the central role of teacher‐related factors and offering insights to inform future policy, professional development and cross‐cultural research.