Inclusion is a core principle in global educational policies, requiring teachers to develop positive attitudes and self-efficacy in supporting students with Special Educational Needs (SEN). Research highlights that teachers' beliefs, prior experiences, and training significantly influence their perceptions of inclusive education. However, limited evidence exists on how these factors interact among pre-service teachers undergoing specialized training for inclusive education.

This study explores the self-efficacy beliefs and attitudes of pre-service teachers enrolled in a special education training program. Specifically, it examines the relationships between socio-demographic variables, prior exposure to students with disabilities, and perceptions of inclusive teaching effectiveness.

A total of 261 pre-service special education teachers (192 females, 69 males), aged 24 to 60 years (M=41, range=36), participated in the study. Most held a master’s degree. Regarding prior teaching experience, 140 participants reported previous teaching roles, with 79 having experience in special education, while 121 had none. Participants completed a structured questionnaire assessing socio-demographic factors and validated scales measuring attitudes toward inclusive education, concerns about inclusion, and perceived teaching self-efficacy. Data were collected during theoretical coursework, prior to direct teaching experience. Descriptive and correlation analyses were conducted to explore key relationships among variables.

Preliminary findings suggest that pre-service teachers with prior interactions with students with disabilities reported greater concerns about the feasibility of inclusion in classroom settings. Additionally, higher academic qualifications correlated positively with perceptions of integration, while older age was negatively associated with inclusive attitudes. Self-efficacy beliefs and attitudes toward inclusion also showed significant interrelations, highlighting the complexity of factors shaping pre-service teachers’ readiness for inclusive education.

These results offer insights into the role of experience, training, and individual characteristics in shaping teachers’ perceptions of inclusion. Understanding these factors is crucial for designing teacher education programs that enhance confidence, preparedness, and effectiveness in addressing diverse student needs in inclusive classrooms.

Keywords: Inclusive education, pre-service teacher training, self-efficacy, special education, attitudes toward inclusion.