Teachers’ pathways to queer-inclusive education: A network analysis of pre-service and in-service teachers in Germany

This study examined factors influencing the (intended) integration of queer education among pre-service ( N = 188) and in-service ( N = 246) teachers in Germany. Using a network-analytic approach, associations among attitudes toward queer education, self-efficacy regarding queer lesson design, (intended) integration of queer education, and critical consciousness related to the queer community were examined. Results revealed distinct pathways across teaching stages: attitudes were more central for pre-service teachers intended integration of queer education, whereas self-efficacy played a stronger role for integration of queer education amongst in-service teachers. Across both groups, critical motivation emerged as a key connector linking beliefs and intentions to practice. These findings highlight the need for tailored interventions that strengthen attitudes among future teachers and enhance self-efficacy among practicing educators. Promoting teachers’ critical motivation and awareness of structural inequities may foster more inclusive classrooms and advance systemic change toward equity in education.