Exploring Pre-service Teachers’ Attitudes toward Inclusive Education: An Explanatory Sequential Mixed-Methods Study

Authors

  • Krystelle Sabillano WMSU Author

Abstract

This study explored the attitudes of pre-service teachers toward inclusive education using mixed-methods explanatory sequential design. A total of 150 respondents were selected through stratified random sampling and were surveyed using a structured questionnaire for the quantitative phase. To gain a deeper understanding of the respondents’ responses this was followed by qualitative phase, where 15 participants were purposely chosen by the researcher to have one-on-one semi-structured interview.  This study investigates pre-service teachers’ attitudes toward inclusive education across various programs, results from the quantitative data revealed that pre-service teachers across various programs generally exhibit a “positive” attitude toward inclusive education and found no significant differences between pre-service teachers’ attitudes and program. Suggesting that regardless of their programs, these pre-service teachers expressed a favorable attitude towards inclusivity in the realm of education. Furthermore, themes have emerged from the qualitative findings supporting to the result obtained from the quantitative phase, with the insights and opinions focusing on pre-service teachers’ positive attitudes toward inclusive education and factors that have influenced their positive attitudes. The integration of both methods provide a more deeper understanding of pre-service teachers’ attitudes, highlighting that several factors can contribute to the positive attitude of pre-service teachers toward inclusive education.

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Published

2025-10-30

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Vol. 1 No. 1 (2025): International Journal of Education, Literacies and Curriculum Studies

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Articles