A comparative analysis of teachers' attitudes towards including all students in six countries

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dc.authorid0000-0003-1343-0563
dc.authorid0000-0002-1593-2041
dc.authorid0000-0002-2163-3769
dc.contributor.authorCharitaki, Garyfalia
dc.contributor.authorKourti, Isidora
dc.contributor.authorGregory, Jess L.
dc.contributor.authorOzturk, Mesut
dc.contributor.authorIsmail, Zaleha
dc.contributor.authorAlevriadou, Anastasia
dc.contributor.authorDemirel, Can
dc.date.accessioned2026-02-28T12:17:56Z
dc.date.available2026-02-28T12:17:56Z
dc.date.issued2025
dc.departmentBayburt Üniversitesi
dc.description.abstractThis study aims to explore differences across Greece, the UK, the USA, Malaysia, Romania, and Turkey in terms of their attitudes towards inclusive education and validate the three-model structure for attitudes towards inclusion across the above six countries. All special education teachers were administered the ATTAS-mm scale. They were employed in mainstream schools or parallel support and/or resource classes in six countries. The identified differences were interpreted regarding the effect of years of teaching experience, educational work level of teachers, and the highest degree completed across the different participating countries. Two-step cluster analysis suggested a two-cluster solution for Greece, the USA and the UK, and a three-cluster solution for Malaysia and Turkey. Finally, years of teaching experience, educational work level, and the highest degree completed had a significant effect on teachers' attitudes towards inclusion in all countries. Results are discussed for their implications in teachers training.
dc.description.sponsorshipFirst, all authors would like to thank all participants. Without their participation, it wouldn't be possible to implement this study.
dc.identifier.doi10.1080/13803611.2024.2406516
dc.identifier.endpage114
dc.identifier.issn1380-3611
dc.identifier.issn1744-4187
dc.identifier.issue1-2
dc.identifier.scopus2-s2.0-85205040306
dc.identifier.scopusqualityQ2
dc.identifier.startpage74
dc.identifier.urihttps://doi.org/10.1080/13803611.2024.2406516
dc.identifier.urihttps://hdl.handle.net/20.500.12403/6038
dc.identifier.volume30
dc.identifier.wosWOS:001319974800001
dc.identifier.wosqualityQ1
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherRoutledge Journals, Taylor & Francis Ltd
dc.relation.ispartofEducational Research And Evaluation
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/closedAccess
dc.snmzKA_WoS_20260218
dc.subjectInclusive education
dc.subjectteachers
dc.subjectcluster analysis
dc.subjectattitudes
dc.subjectcognitive
dc.subjectaffective
dc.subjectbehavioral
dc.titleA comparative analysis of teachers' attitudes towards including all students in six countries
dc.typeArticle

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