Teachers` attitudes toward inclusion are important conditions for establishing an inclusive school system. In recent years, research focused on several prerequisites of teachers` attitudes toward inclusion. For example, research has shown that teachers` self-efficacy beliefs are correlated with their attitudes toward inclusion (Savolainen, Engelbrecht, Nel & Malinen, 2012). Moreover, Avramidis and Kalyva (2007) could prove the influence of teaching experience on teachers` attitudes towards inclusion in school. While the importance of several prerequisites of teachers` attitudes toward inclusion was investigated over the last two decades, there is a lack of studies with a more integrated view. In this study, we investigated N=201 primary school teachers` attitudes toward inclusion in primary school and their interests in inclusive teaching. As prerequisites of primary school teachers` attitudes and interests we regarded their prior experiences in inclusive teaching and their views on inclusion, as well as personal resources, such as their self-efficacy beliefs. The results of a structural equation model indicate that teachers with prior experience in joint education of children with and without special educational needs, a reasonable view on inclusion and high self-efficacy beliefs have significantly more positive attitudes toward inclusive teaching in primary school than teachers without these prerequisites. Furthermore, the results show that the effects of attitudes on primary school teachers` interests in inclusion are moderated by their self-efficacy beliefs. Primary school teachers` ideas about successful inclusive schools can be explained by their interest in inclusive teaching and their view on inclusion.

Avramidis, E., & Kalyva, E. (2007). The influence of teaching experience and professional development on Greek Teachers’ attitudes towards inclusion. European Journal of Special Needs Education, 22(4), 367-389. Savolainen, H., Engelbrecht, P., Nel, M., & Malinen, O. P. (2012). Understanding teachers’ attitudes and self-efficacy in inclusive education: Implications for preservice and in-service teacher education. European Journal of Special Needs Education, 27(1), 51-68.