The associations between prejudices, motivation, and Attitude Towards inclusion of future special needs teachers

To enhance the educational experience of all students, the attitudes of special education teachers towards inclusion play a pivotal role. Within this framework, pre-service training programs should encourage critical reflection on personal beliefs, potential biases, and motivational orientations. The present study aimed to examine the relationships among these variables in a sample of 355 pre-service teachers aged between 19 and 59 years (M = 37.40; SD = 8.24). Findings indicated significant negative association between prejudices towards individuals with special needs and the other variables under investigation, whereas a positive association emerged between autonomous motivation to become a special education teacher and attitudes towards inclusion. Structural equation modelling (SEM) further revealed that motivation acts as a mediator in the link between modern prejudice and attitude towards inclusion. These results emphasise the relevance of considering individual characteristics in the preparation of future special education teachers.