Selected Aspects of Teachers' Professional Attitudes towards Inclusive Education

Teachers and their attitudes are essential to implementinginclusive education in mainstream schools. This study focuses on vocationalsubject teachers and utilises Mahat’s (2008) MATIES (MultidimensionalAttitudes Toward Inclusive Education Scale) to examine the cognitive,affective, and behavioural dimensions of their attitudes. Results showstatistically significant differences according to age and teaching experience,but not gender. A key finding is the existence of a predictive relationshipbetween cognitive and affective components and behavioural intentions. Thisknowledge can contribute to the successful implementation of changes in thesystem of inclusive education and embedding inclusive practices in schools, since understanding teacher attitudes is crucial for transforming traditional schools into inclusive ones, promoting equity, and being willing to tailor their environments to the needs of all students.