PREDICTORS OF INCLUSIVE TEACHING PRACTICES: THE ROLE OF TEACHERS' PERCEPTIONS, PROFESSIONAL PREPARATION, AND INSTITUTIONAL SUPPORT

Abstract

Inclusive education has become a global priority for ensuring equitable and quality learning opportunities; however, the factors that promote teachers' implementation of inclusive teaching practices remain insufficiently understood. This study examined the influence of teacher perceptions, institutional support, and professional preparation on inclusive teaching practices among teachers in Ecuador. Guided by Social Cognitive Theory, a quantitative cross-sectional research design was employed using a secondary dataset comprising 232 teachers from various educational institutions. Data were analyzed using descriptive statistics, Cronbach's alpha, Pearson correlation, and multiple linear regression. The findings demonstrated satisfactory internal consistency for all constructs, with Cronbach's alpha values ranging from .745 to .894. Descriptive results indicated relatively positive teacher perceptions toward inclusive education and high levels of inclusive teaching practices. Correlation analysis revealed weak but statistically significant positive relationships between teacher perceptions, institutional support, professional preparation, and inclusive teaching practices. However, the multiple regression model was not statistically significant (R² = .032, p = .058), indicating that none of the three predictors independently explained inclusive teaching practices when considered simultaneously. These findings suggest that inclusive teaching practices are influenced by more complex contextual and organizational factors beyond teachers' perceptions, institutional support, and professional preparation alone. The findings provide practical implications for educational policymakers, school leaders, and teacher education programs seeking to foster sustainable inclusive teaching practices.