Teachers' Attitudes Toward Inclusive Education in Ecuador: A Multidimensional Analysis of Positive Perceptions and Pedagogical Challenges

Abstract

Teachers' attitudes are central to the implementation of inclusive education, yet evidence on their multidimensional structure remains limited in Ecuador. This study examined teachers' attitudes using a contextual adaptation of the Attitudes Toward Inclusive Education Scale (ATIES) and explored differences according to demographic and professional variables. A quantitative, non-experimental, cross-sectional design was applied to a convenience sample of 103 in-service teachers from public, private, and government-aided private schools in Manabí. The adapted instrument showed excellent internal consistency (Cronbach's α = .928) and adequate construct validity (KMO = .886; Bartlett's χ² = 1136.24, p < .001). Teachers reported favorable overall attitudes (M = 4.06, SD = 0.73), with Social Inclusion receiving the highest score (M = 4.46, SD = 0.78). Physical, Academic, and Behavioral Inclusion remained favorable but comparatively lower. Most demographic and professional variables produced no significant differences; however, advanced training was associated with more favorable Social Inclusion scores. The results indicate that positive attitudes provide an important foundation for inclusion but do not by themselves demonstrate readiness for implementation. Continued professional development and institutional support are required to translate favorable perceptions into effective inclusive practices.