Teacher Self-Concept and its Association with Willingness to Include Children with Special Needs in Regular Classes: Teacher Empathy as a Mediator

More appealing is the inclusive education practice that recognizes diversity among children than practices lead to inequality in education. However, there have been implementation challenges including rejection of with special needs (CWSNs) regular classes by teachers. Given this, study attempted build an empirical model explain associations between teacher self-belief system and socio-emotional factors their willingness include CWSNs classes. The sample size consisted 316 Using path analysis, findings showed, others, conceptual fit data satisfactorily, self-concept had direct effects on teachers’ Teacher cognitive was a better predictor its impact significantly mediated empathy. It concluded for inclusion could be influenced belief characteristics.
 
 Received: 27 October 2020 / Accepted: 17 December Published: 5 March 2021