Why Inclusive Resources Matter—The Importance of Inclusive Internal Resources for Strain and Intended Inclusive Practices of Pre-Service Teachers

Inclusive internal resources moderate teachers’ mental health and predict inclusive practices. Therefore, it is important to enhance during the beginning of initial teaching experiences. Applying job demands–resources (JD-R) theory explain strain planned behavior elucidate behavior, can be assumed that lead a reduction in negative strain, an increase positive efficient (intended) practices as occupational outcomes. However, there lack scientific evidence support this assumption among pre-service teachers. To ensure student teachers had experiences settings, present study was conducted after final practicum university phase teacher education. A total 294 elementary school from one Germany participated. Structural equation models suggested self-efficacy expectations attitudes towards inclusion predicted students intended practices, but so did professional engagement strain. While only correlated with expectations, self-perceived stress intensity challenging negatively personal resistance.