Abstract
In contemporary teacher education, inclusive education is a key principle that shapes how future teachers address learner diversity and equity in the classroom. Pre-service teachers’ attitudes toward inclusion influence their instructional choices, classroom management practices, and willingness to accommodate students with varied learning needs. Examining the factors associated with these attitudes is therefore essential in preparing competent and responsive educators. This study examines the influence of pre-service teachers' perceptions of inclusive education and self-efficacy on the attitudes of BSED English pre-service teachers toward inclusive education. Using a descriptive-correlational research design, data were collected from pre-service teachers through validated survey questionnaires measuring perceptions, self-efficacy, and attitudes. The findings revealed that pre-service teachers generally have moderate overall perceptions and high self-efficacy. At the same time, their attitudes toward inclusive education were consistently high across cognitive, affective, and behavioral dimensions. Statistical analysis using correlation revealed no significant relationships between perceptions and attitudes or between self-efficacy and attitudes. The results indicate that neither perceptions of inclusive education nor self-efficacy significantly predict attitudes toward inclusive education, and both variables fail to explain meaningful variance in attitudes. Since the relationships are negligible and statistically unsupported, proceeding with regression analysis would not be advisable. These findings suggest the need to explore other potential predictors, such as institutional support, prior training, and cultural context, that may better account for attitudes toward inclusive education. The study highlights the importance of structured field experiences and professional development programs to enhance practical readiness and strengthen positive attitudes toward inclusive teaching.
