ATTITUDES TOWARD INCLUSIVE EDUCATION: PREDICTORS AMONG HUNGARIAN TEACHERS IN TRANSYLVANIA
ATTITUDES TOWARD INCLUSIVE EDUCATION: PREDICTORS AMONG HUNGARIAN TEACHERS IN TRANSYLVANIA

Summary/Abstract: The aim of this study is to highlight the demographic, disability-specific, pedagogical, and psychological factors that may predict Hungarian teachers’ attitudes toward inclusive education in Transylvania. The study involved N = 233 teachers who completed a self-report demographic questionnaire and a set of instruments comprising the Sentiments, Attitudes, and Concerns about Inclusive Education Scale, the Attitudes and Perspectives Toward Persons with Disabilities Scale, the Special Education Preparedness Scale, and the Tolerance and Acceptance of Difference Scale. Hierarchical regression analyses indicated that positive attitudes toward inclusion were most strongly predicted by special education preparedness and direct experiences with students with special educational needs (SEN), both within and outside of school contexts. Negative emotions toward SEN individuals emerged as the most significant inhibitory factor. Neither years of professional experience nor the type of teaching environment were significant predictors. The results support the Knowledge-Attitude-Behavior theoretical framework, suggesting that knowledge and experience jointly shape attitudes, which in turn influence behavior, in this case pedagogical practice. The findings underscore the importance of experiential, empathy-building teacher education that integrates special education knowledge to foster inclusive orientations.

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