When inclusion becomes personal: Psychological pathways shaping teachers’ attitudes toward learners with disabilities

Ashley Tebogo Ditalame¹
Psychology of Education, College of Education,
University of South Africa, South Africa
(ditalametebogo@gmail.com) 

Abstract

Teachers’ attitudes toward learners with disabilities are shaped not only by knowledge of inclusive education but also by how teachers interpret learner potential, experience classroom emotions, judge their own competence, and perceive support around them. This qualitative study explored these processes through interview responses from 15 teachers working in mainstream South African primary schools. Responses to a semi-structured interview schedule were analysed thematically, focusing on understandings of disability, beliefs about learner capability, emotional experiences, confidence in inclusive teaching, and contextual influences on motivation. Four interconnected findings emerged. First, teachers increasingly interpreted disability through learner diversity and environmental barriers rather than diagnosis alone. Second, beliefs about learner potential influenced expectations, participation and willingness to adapt teaching. Third, empathy, satisfaction and joy coexisted with frustration, uncertainty and guilt, while reflection helped teachers distinguish situational strain from attitudes toward learners. Fourth, perceived competence shaped willingness to experiment, while collaboration, time, resources and specialist support influenced whether confidence translated into action. The findings suggest that teachers’ attitudes are dynamic psychological constructions formed through experience and context. Inclusive teacher development should therefore address beliefs, emotional reflection, self-efficacy and relational support together rather than treating attitude as a fixed personal characteristic.

Keywords: teacher attitudes, disability, self-efficacy, inclusive education, teacher

Article Type: Open Access

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