{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,3,8]],"date-time":"2026-03-08T18:48:37Z","timestamp":1772995717815,"version":"3.50.1"},"reference-count":68,"publisher":"Wiley","issue":"4","license":[{"start":{"date-parts":[[2025,6,17]],"date-time":"2025-06-17T00:00:00Z","timestamp":1750118400000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/onlinelibrary.wiley.com\/termsAndConditions#vor"},{"start":{"date-parts":[[2025,6,17]],"date-time":"2025-06-17T00:00:00Z","timestamp":1750118400000},"content-version":"tdm","delay-in-days":0,"URL":"http:\/\/doi.wiley.com\/10.1002\/tdm_license_1.1"}],"content-domain":{"domain":["nasenjournals.onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["Research in Spec Educ Needs"],"published-print":{"date-parts":[[2025,10]]},"abstract":"<jats:title>Abstract<\/jats:title>\n                  <jats:p>\n                    Teachers' attitudes towards inclusive education are among the most relevant predictors of successful inclusion. Several factors related to child, teacher and environment predict teacher attitudes. This study aims to analyse the relationship between teachers' attitudes towards inclusive education, their perception of self\u2010efficacy, and perceived school climate. A total of 463 teachers (81.4% female) participated in this study. A sociodemographic questionnaire, the Multidimensional Attitudes Towards Inclusive Education Scale (MATIES; (\n                    <jats:italic>International Journal of Special Education<\/jats:italic>\n                    , 23, 2008, 82); Portuguese version from\n                    <jats:italic>European Journal of Special Needs Education<\/jats:italic>\n                    , 31, 2016, 111), the Teacher Efficacy for Inclusive Practices (TEIP; (\n                    <jats:italic>Journal of Research in Special Educational Needs<\/jats:italic>\n                    , 12, 2012, 12); Portuguese version from\n                    <jats:italic>Ensaio<\/jats:italic>\n                    , 25, 2017, 7), the School level Environment questionnaire climate questionnaire (R\u2010SLEQ;\n                    <jats:italic>Educational and Psychological Measurement<\/jats:italic>\n                    , 67, 2007, 833; translated by researchers) were used. Results showed that participant teachers possess positive attitudes, although moderate, towards inclusive education. In addition, findings suggested a significant positive relationship between self\u2010efficacy, school climate and teachers' attitudes. Self\u2010efficacy mediates the relationship between school climate and teachers' attitudes regarding inclusive education. Implications for teachers' training and collaborative practices are discussed.\n                  <\/jats:p>","DOI":"10.1111\/1471-3802.70025","type":"journal-article","created":{"date-parts":[[2025,6,17]],"date-time":"2025-06-17T07:04:25Z","timestamp":1750143865000},"page":"1002-1020","update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":0,"title":["Exploring teachers' attitudes towards inclusive education: Role of self\u2010efficacy and perceived school climate"],"prefix":"10.1111","volume":"25","author":[{"ORCID":"https:\/\/orcid.org\/0000-0003-4594-231X","authenticated-orcid":false,"given":"Helena","family":"Azevedo","sequence":"first","affiliation":[{"name":"Department of Social and Behavioral Sciences University of Maia  Maia Portugal"}]},{"given":"Beatriz","family":"Barat","sequence":"additional","affiliation":[{"name":"Department of Social and Behavioral Sciences University of Maia  Maia Portugal"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-3741-0885","authenticated-orcid":false,"given":"Vera","family":"Coelho","sequence":"additional","affiliation":[{"name":"Department of Social and Behavioral Sciences University of Maia  Maia Portugal"},{"name":"Center for Psychology at University of Porto  Porto Portugal"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-0228-0945","authenticated-orcid":false,"given":"Francisco","family":"Machado","sequence":"additional","affiliation":[{"name":"Department of Social and Behavioral Sciences University of Maia  Maia Portugal"},{"name":"Center for Interdisciplinary Studies University of Coimbra  Coimbra Portugal"}]},{"ORCID":"https:\/\/orcid.org\/0000-0003-3489-5634","authenticated-orcid":false,"given":"M\u00f3nica","family":"Soares","sequence":"additional","affiliation":[{"name":"Department of Social and Behavioral Sciences University of Maia  Maia Portugal"},{"name":"Higher School of Education of Paula Frassinetti Psychology of Development Research Center (CIPD)  Porto Portugal"}]},{"ORCID":"https:\/\/orcid.org\/0000-0001-6876-3723","authenticated-orcid":false,"given":"Paulo","family":"Dias","sequence":"additional","affiliation":[{"name":"Centre for Philosophical and Humanistic Studies, Faculty of Philosophy and Social Sciences Universidade Cat\u00f3lica Portuguesa  Braga Portugal"}]},{"ORCID":"https:\/\/orcid.org\/0000-0001-8285-4824","authenticated-orcid":false,"given":"Irene","family":"Cadime","sequence":"additional","affiliation":[{"name":"Research Centre on Child Studies, Institute of Education University of Minho  Braga Portugal"}]},{"ORCID":"https:\/\/orcid.org\/0000-0003-3927-3818","authenticated-orcid":false,"given":"Carla","family":"Peixoto","sequence":"additional","affiliation":[{"name":"Department of Social and Behavioral Sciences University of Maia  Maia Portugal"},{"name":"Center for Research and Innovation in Education, School of Education Porto Polytechnic  Porto Portugal"}]}],"member":"311","published-online":{"date-parts":[[2025,6,17]]},"reference":[{"key":"e_1_2_10_2_1","doi-asserted-by":"publisher","DOI":"10.1111\/j.1471\u20103802.2011.01226.x"},{"key":"e_1_2_10_3_1","doi-asserted-by":"publisher","DOI":"10.1080\/09687599.2013.796878"},{"key":"e_1_2_10_4_1","doi-asserted-by":"publisher","DOI":"10.1080\/20020317.2020.1729587"},{"key":"e_1_2_10_5_1","doi-asserted-by":"publisher","DOI":"10.1080\/14792779943000116"},{"key":"e_1_2_10_6_1","doi-asserted-by":"publisher","DOI":"10.1080\/13603116.2019.1624846"},{"key":"e_1_2_10_7_1","doi-asserted-by":"publisher","DOI":"10.1080\/02619768.2019.1693995"},{"key":"e_1_2_10_8_1","doi-asserted-by":"publisher","DOI":"10.1007\/s11125\u2010020\u201009504\u2010y"},{"key":"e_1_2_10_9_1","doi-asserted-by":"publisher","DOI":"10.1080\/08856250210129056"},{"key":"e_1_2_10_10_1","doi-asserted-by":"publisher","DOI":"10.15823\/p.2022.145.5"},{"key":"e_1_2_10_11_1","volume-title":"Self\u2010efficacy:the exercise of control","author":"Bandura A.","year":"1997"},{"key":"e_1_2_10_12_1","doi-asserted-by":"publisher","DOI":"10.1002\/9781118619179"},{"key":"e_1_2_10_13_1","first-page":"136","volume-title":"Testing structural equation models","author":"Browne M.W.","year":"1993"},{"key":"e_1_2_10_14_1","doi-asserted-by":"crossref","unstructured":"Carvalho M. 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