To be or not to be an inclusive teacher: Are empathy and social dominance relevant factors to positive attitudes towards inclusive education?

ABSTRACT: Positive inclusive teacher attitudes are a key factor in achieving inclusive education due to the many benefits they generate for schools and social contexts. Studies have focused on analysing which variables may promote positive attitudes. The objective of this study was to analyse the predictive power of sociodemographic variables, empathy (cognitive and emotional), and social dominance orientation (social dominance and opposition to equality) on teachers' attitudes, sentiments, and concerns about inclusion by comparing linear relationship models and models based on fuzzy-set comparative qualitative analysis. The sample consisted of 268 teachers of different educational levels aged between 20 and 64 years (M = 42.46, SD = 9.22), 66% of whom were women. The teachers were administered the

SUBMITTER: Navarro-Mateu D 

PROVIDER: S-EPMC6903715 | biostudies-literature | 2019

REPOSITORIES: biostudies-literature