Attitudes Towards Inclusion and Self-Efficacy for Inclusive Teaching Among Special Education Teachers in the United Arab Emirates

This study examined special education teachers’ attitudes toward inclusive schooling in the United Arab Emirates (UAE) and their perceived self-efficacy in teaching students with disabilities. The UAE was selected because its schools serve culturally diverse communities and inclusion remains a major focus of national education policy. A cross-sectional survey was conducted with 290 special education teachers from the seven emirates, who completed the Adult Attitudes Scale (AAS) and the Self-Efficacy Scale (SES). The data were analyzed using descriptive statistics, independent-samples t-tests, ANOVA, Pearson correlation, and simple linear regression. Teachers reported positive attitudes toward inclusion and high perceived self-efficacy, and self-efficacy was positively related to attitudes. Self-efficacy also differed significantly by gender, nationality, and age, with higher scores among male, expatriate, and older teachers, whereas attitudes did not differ significantly by age or educational level. This study contributes to UAE-based research by examining special education teachers’ attitudes and self-efficacy together. The findings highlight teachers’ confidence, practical skills, and inclusive classroom practice.