TEACHING EXPERIENCE AND INCLUSIVE EDUCATION: COMPARATIVE ANALYSIS OF PRE-SERVICE AND IN-SERVICE ELEMENTARY SCHOOL TEACHERS’ ATTITUDES, CONCERNS, AND CLASSROOM PRACTICES

Abstract

The present study investigated the attitudes, concerns, and classroom engagement of pre-service and in-service elementary school teachers regarding inclusive education, focusing on how teaching experience and professional status influence these variables. A quantitative cross-sectional survey design was employed, collecting data from 215 teachers (99 pre-service, 116 in-service). Descriptive and inferential analyses, including independent-samples t-tests and ANOVA, were conducted. Results revealed that in-service teachers had slightly higher mean scores on attitudes (M = 39.15, SD = 3.29) compared to pre-service teachers (M = 37.28, SD = 8.26), though the difference was not statistically significant (t (143.74) = -1.88, p = .062). Similarly, concerns were marginally higher for in-service teachers (M = 39.28, SD = 5.70) than for pre-service teachers (M = 37.75, SD = 6.70), without significant difference. Classroom interaction was significantly higher among in-service teachers (M = 40.59, SD = 3.07) than pre-service teachers (M = 38.90, SD = 5.78). ANOVA across teaching experience categories showed that teachers with less than a year of experience had the highest mean score (M = 120.54, SD = 13.75), while those with 1–5 years had lower and more variable scores (M = 110.00, SD = 22.84), and teachers with 5–10 years (M = 114.30, SD = 11.23) and more than ten years (M = 118.97, SD = 9.74) exhibited moderate to high and stable performance. These findings suggest that teaching experience enhances consistency and engagement, while structured training shapes attitudes and perceptions. The study informs teacher education and professional development programs by emphasizing the integration of practical experience with theoretical training to strengthen inclusive education practices.