Beyond self-efficacy in a multidimensional model of teachers’ concerns about inclusive education

Teachers’ concerns about inclusion represent a major barrier to the effective implementation of inclusive education policies. Although previous research has primarily focused on teacher self-efficacy, fewer studies have examined integrated models combining attitudinal, emotional, motivational, and personality-related predictors. Drawing on Bandura’s (1997) social cognitive theory, Gregoire’s (2003) cognitive-affective model, and Bakker and Demerouti’s (2017) Job Demands-Resources framework, this study examined how personal resources, professional beliefs, motivational states, and prejudice toward disability jointly predict concerns about inclusion among special education teachers.

This cross-sectional study involved 386 teachers enrolled in the 2024/2025 special education certification program at Universitas Mercatorum, Rome, Italy. Participants completed Italian versions of the Concerns subscale of the Sentiments, Attitudes, and Concerns about Inclusive Education Revised scale (SACIE-R) Concerns subscale, Teachers’ Sense of Efficacy Scale (TSES), Modern and Classical Prejudices Scale toward Disability (MCPS-IT), Utrecht Work Engagement Scale-9 (UWES-9), Big Five Inventory-10 (BFI-10), and Wong and Law Emotional Intelligence Scale (WLEIS). The final model explained 38.32% of the variance in concerns about inclusion.

Classical and modern prejudice toward disability emerged as the strongest positive predictors, whereas classroom management self-efficacy, work dedication, and emotional intelligence were associated with lower concerns. Neuroticism was positively associated with concerns, whereas agreeableness and older age were associated with lower concerns. Beyond technical competencies, reducing teachers’ concerns requires explicitly confronting prejudice toward disability and cultivating emotional intelligence, self-efficacy and work engagement.

Teacher preparation programs should adopt multidimensional approaches integrating psychological, motivational, and disability-related perspectives to effectively support inclusive education implementation. Inclusive education has become a fundamental policy imperative globally, enshrined in international agreements such as the United Nations Convention on the Rights of Persons with Disabilities1. The principle of inclusive education requires all students with disabilities to be educated alongside their typically developing peers in mainstream classrooms, promoting both social integration and academic achievement.

However, the successful implementation of inclusive education depends heavily on teachers’ attitudes, beliefs, and emotional responses to working with students with disabilities2. Research consistently demonstrates that teachers’ belief systems about inclusive education are closely linked to the translation of policy into practice, yet many educators continue to report significant concerns and apprehensions about their capacity to effectively support students with special educational needs3. Teachers enrolled in special education certification programs represent a particularly important population in this context.

These programs - designed to formally qualify educators for supporting students with disabilities - often attract participants who have already accumulated substantial experience working in special education settings without holding official certification4,5. This is particularly true in contexts where teacher shortages have led to the widespread employment of non-certified personnel in special education roles. Regardless of prior experience, engagement in structured professional development may provide opportunities for attitude change and skill acquisition6.