ATTITUDES OF GREEK GENERAL EDUCATION TEACHERS CONCERNING INCLUSION POLICY

Abstract

The school community consists of an environment where every child has the right to participate and share the good of the educational process. In that thinking, students dispose of different needs that have to be satisfied in a context where the values of respect and equality emerge as basic foundations of the instructive environment. Consequently, inclusion practices appear to be as the prerequisite of education for all in the general school surroundings. Teachers who are responsible for planning and applying the educational process play an important role in the implementation of inclusive practices. Especially, these educational methods are influenced by educators’ attitudes and determine the extent and the level of inclusion strategies. In the present study, participated 154 teachers of primary and secondary general education in Greece. The participants completed the Multidimensional Attitudes towards Inclusive Education Scale (MATIES) (Mahat, 2008). In general, according to the results, teachers expressed positive attitudes toward inclusion. Correlations were calculated in relation to other variables that affect teachers’ attitudes according to the research. The results emerged as directions of providing support services in the school community and organizing suitable education programs for in-service teachers in the school and academic domain.

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European Journal of Education Studies
ISSN: 2501 - 1111
ISSN-L: 2501 - 1111
Available online at: www.oapub.org/edu
Copyright © The Author(s). All Rights Reserved. 312
DOI: 10.46827/ejes.v10i6.4850
Volume 10 │ Issue 6 │ 2023
ATTITUDES OF GREEK GENERAL EDUCATION
TEACHERS CONCERNING INCLUSION POLICY
Polyzopoulou Konstantia1,
Tsakiridou Helen2
i
1Department of Public and One Health,
University of Thessaly,
Karditsa, 43100,
Greece
2Professor of Applied Statistics and Research Methodology,
Department of Regional and Cross Border Development Studies,
University of Western Macedonia,
Koila, 50100, Kozani,
Greece
Abstract:
The school community consists of an environment where every child has the right to
participate and share the good of the educational process. In that thinking, students
dispose of different needs that have to be satisfied in a context where the values of respect
and equality emerge as basic foundations of the instructive environment. Consequently,
inclusion practices appear to be as the prerequisite of education for all in the general
school surroundings. Teachers who are responsible for planning and applying the
educational process play an important role in the implementation of inclusive practices.
Especially, these educational methods are influenced by educators’ attitudes and
determine the extent and the level of inclusion strategies. In the present study,
participated 154 teachers of primary and secondary general education in Greece. The
participants completed the Multidimensional Attitudes towards Inclusive Education
Scale (MATIES) (Mahat, 2008). In general, according to the results, teachers expressed
positive attitudes toward inclusion. Correlations were calculated in relation to other
variables that affect teachers’ attitudes according to the research. The results emerged as
directions of providing support services in the school community and organizing suitable
education programs for in-service teachers in the school and academic domain.
Keywords: inclusion, special educational needs, teachers, general school
i
Correspondence: email npolyzo@yahoo.gr

Polyzopoulou Konstantia, Tsakiridou Helen
ATTITUDES OF GREEK GENERAL EDUCATION TEACHERS CONCERNING INCLUSION POLICY
European Journal of Education Studies - Volume 10 │ Issue 6 │ 2023 313
1. Introduction
During the last three decades, there has been a remarkable action oriented towards
inclusive education, globally (Hassanein, Alshaboul, & Ibrahim, 2021). Many countries
around the world are committed to providing education to all children without
discrimination by signing conventions on the rights of the child and the rights of persons
with disabilities (Hassanein, Adawi, & Johnson, 2021). Besides, the participation of all
individuals, regardless of their strengths or weaknesses, is an inalienable right of human
existence (Polyzopoulou & Tsakiridou, 2022). The term "inclusive education" is used to
describe the more specific integration of students and young people with disabilities
and/or special educational needs, a term also known as a provision of additional needs
support, special educational needs and disabilities, learning difficulties, or special needs
within the general education classroom (Ewing, Monsen, & Kielblock, 2018). The effect
of inclusion classes in general education schools does not work positively for teachers
(Gaines & Barnes, 2017).
Human behavior is consistent with many of our attitudes and certain attitudes
predict certain behaviors (Polyzopoulou et al. 2014). One way to better understand the
barriers that inhibit the implementation of inclusive education is to explore the
perceptions of people who contribute to any educational policy change, which are the
teachers (Hassanein, Adawi, & Johnson, 2021). The role of teachers in the issue of
inclusive education has been studied in many research, with the application of different
methodologies, but this specific field requires additional investigation due to the nature
of the relationship between these two fields (Noreen, Intizar, Gulzar, 2019). The same
research states that this correlation cannot be studied in its entirety, unless the interaction
with different factors that have been shown to be related and influence the differentiation
of attitudes is taken into account.
2. Literature review
Teachers are responsible for organizing and improving the learning process, recognizing
the needs of students and implementing a teaching process that respects the personality
of each student, according to their requirements and skills (Polyzopoulou et al., 2014).
Teachers' attitudes towards students with special educational needs consist of a
determinant of effective teaching and for this reason, the need to understand the
complexity of teachers' attitudes in the field of health and education policy becomes
apparent (Levins, Bornholt, & Lennon, 2005).
Teachers' attitudes towards inclusive education vary widely (Ewing, Monsen &
Kielblock, 2018). For that reason, it is of great importance to specify variables that affect
teachers' attitudes (Alasim & Paul, 2019). Previous personal contact with a person with
special educational needs was a predictor of highly positive attitudes, while previous
teaching experience in classes with students presenting special educational needs and
typical needs was a predictor of less positive behavioral intentions (Dias & Cadime, 2016).

Polyzopoulou Konstantia, Tsakiridou Helen
ATTITUDES OF GREEK GENERAL EDUCATION TEACHERS CONCERNING INCLUSION POLICY
European Journal of Education Studies - Volume 10 │ Issue 6 │ 2023 314
Previous research examined the variable of gender, expertise, previous contact with a
student with a disability in the classroom, previous positive experience in teaching a
student with special educational needs and providing support for the implementation of
inclusion practices (collaboration with colleagues, school directors, parents of students,
provision of teaching materials) where they were emerged as important predictors of
teacher attitudes toward inclusive education (Ahmmed, Sharma, & Deppeler, 2012). In
another study, in terms of age, groups of younger and older teachers expressed positive
attitudes, gender was not a differentiating variable of attitudes, teachers with less than 5
years of service and more than 25 years developed positive attitudes, previous experience
and knowing a person with a disability positively affected attitudes, and for these people,
no difference in attitudes is observed regarding the existence or not of a person with a
disability in the family environment (Parasuram, 2006). Another study did not observe a
significant difference in gender responses to inclusive education (Alasim & Paul, 2019).
3. Material and Methods
3.1 Sample
In the current survey, participated 154 teachers, of which 50 are men and 102 are women.
Of these, 65 teachers work in primary education and 84 teachers teach in secondary
education. Of the teachers who teach in secondary education, 35 people work in a junior
high school, 14 people in a general high school and 37 people in a vocational high school.
Regarding the subject of teaching, 66 teachers teach educational sciences, 42 people teach
theoretical sciences and 42 people teach positive sciences. In terms of years of teaching
experience in public school, 58 people have spent 1-10 years of service, 11-20 years have
spent 40 people, 21-30 years have taught 49 people, and more than 31 years have taught
5 people. In the private sector, 106 teachers have taught from 1 to 10 years, 9 people from
11 to 20 years, and 11 people from 21 to 30 years. Furthermore, 12 people stated that there
is a person with special needs in their family environment, while 140 stated that there is
no disabled person in the family environment. Also, 73 of the participants stated that
there is a person with a disability in their friendly environment, while 79 teachers
expressed a negative statement. Among most people in the sample, 111 people stated that
they have attended special education seminars while 40 have not (Table 1). The seminars
were conducted by public institutions for 85 people and by private institutions for 23
people. Regarding the subject of the seminars, 57 people attended a seminar on special
education and differentiated teaching, 7 people participated in a seminar on intercultural
education, 36 teachers specialized in learning difficulties and 7 people participated in a
seminar on teaching approaches. Out of all the people in the sample, 109 teachers have
previous teaching experience with students with special needs and 40 people have no
corresponding experience. The type of disability / special educational needs of students
taught by teachers is described as follows: 55 teachers taught students with cognitive
difficulties, 13 people taught students with emotional difficulties, 21 teachers provided
instruction for students with motor difficulties, 31 teachers taught students with
disabilities behavior and 15 teachers taught students with social difficulties. Furthermore,

Polyzopoulou Konstantia, Tsakiridou Helen
ATTITUDES OF GREEK GENERAL EDUCATION TEACHERS CONCERNING INCLUSION POLICY
European Journal of Education Studies - Volume 10 │ Issue 6 │ 2023 315
85 teachers, have knowledge of the legal framework of special education, while 66 do not
have the corresponding knowledge. In addition, 142 people have knowledge of the
purpose and operation of Greek Public Differential Diagnosis, Counseling and Support
Center, while 10 people stated that they lack knowledge of Greek Public Differential
Diagnosis, Counseling and Support Center. The age of 5 people in the sample ranges
from 21-30 years, 41 people belong to the age group of 31 to 40 years, 51 people have an
age of 41-50 years and 55 people have an age of more than 51 years. Also, 75 people hold
a master's degree, while 77 people only hold a bachelor’s degree (Table 2).
Table 1: Demographic characteristics of the participants
Demographic Variables
Participants
(N = 154)
Total
(f)
Relative frequencies
(%)
Gender
Men
50
32,5
Women
102
66,2
Teaching level
Primary
65
42,2
Secondary
84
54,5
School in
Secondary education
Junior High School
35
22,7
General High School
14
9,1
Vocational High School
37
24,0
Teaching subjects
Pedagogy sciences
66
42,9
Human / Theoretical sciences
42
27,3
Physical sciences
42
27,3
Years of teaching
in public education
1-10 years
58
37,7
11-20 years
40
26,0
21-30 years
49
31,8
>31 years
5
3,2
Years of teaching
in private education
1-10 years
106
68,8
11-20 years
9
5,8
21-30 years
11
7,1
Having a family member
with special needs
Yes
12
7,8
No
140
90,9
Having a friend
with special needs
Yes
73
47,4
No
79
51,3
Attending special
education seminars
Yes
111
72,1
No
40
26,0
Missing values: 2 for gender (1,3%), 5 for education level (3,2%), 68 for school in
secondary education (44,2%), 4 for teaching subjects (2,6%), 2 for years of teaching in
public education (1,3%), 28 for years of teaching in private education (18,2%), 2 for having
a family member with special needs (1,3%), 2 for having a friend with special needs
(1,3%), 3 for attending special education seminars (1,9%)

Polyzopoulou Konstantia, Tsakiridou Helen
ATTITUDES OF GREEK GENERAL EDUCATION TEACHERS CONCERNING INCLUSION POLICY
European Journal of Education Studies - Volume 10 │ Issue 6 │ 2023 316
Table 2: Demographic characteristics of the participants
Demographic variables
Participants
(N = 154)
Total
(f)
Relative frequencies
(%)
Organization where the special
education seminars were conducted
Public
85
55,2
Private
23
14,9
Subject of special educational
needs seminars
Special education and
differentiated instruction
57
37,0
Cross-cultural education
7
4,50
Learning difficulties
36
23,4
Teaching approaches
7
4,50
Having teaching experience
with special needs students
Yes
109
70,8
No
40
26,0
Type of special need /
disability of students they
have taught
Academic difficulties
55
35,7
Emotional difficulties
13
8,4
Physical disabilities
21
13,6
Behavior problems
31
20,1
Social difficulties
15
9,7
Knowledge of special
education Law
Yes
85
55,2
No
66
42,9
Knowledge of the operation and
purpose of Greek Public Differential
Diagnosis, Counseling and Support
Center
Yes
142
92,2
No
10
6,5
Age
21-30
5
3,2
31-40
41
26,6
41-50
51
33,1
>51
55
35,7
Level of education
University degree
77
50,0
Master’ s degree
75
48,7
Missing values: 46 for organization where the special education seminars were conducted
(29,9%), 107 subjects of special educational needs seminars (69,5%), 5 for having teaching
experience with special needs students (3,2%), 19 for type of special need / disability of
students they have taught (12,3%), 3 for Knowledge of special education Law (1,9%), 2
for knowledge of the operation and purpose of Greek Public Differential Diagnosis,
Counseling and Support Center (1,3%), 2 for age (1,3%), 2 level of education (1,3%).
3.2 Instrument
In order for the research data to be collected, it was used a questionnaire, which consists
of 2 sections.
The first section includes the Multidimensional Attitudes towards Inclusive
Education Scale (MATIES) (Mahat, 2008). This scale approaches attitude as a
multidimensional concept, consisting of three dimensions, cognitive, emotional and
behavioral, and inclusive education is considered to include inclusion at the physical and
curriculum level. In particular, inclusive education is defined as "the education of all
students of an age suitable for inclusion in general education classes, regardless of the degree or
severity of the disability. It includes students who have access to the general education school

Polyzopoulou Konstantia, Tsakiridou Helen
ATTITUDES OF GREEK GENERAL EDUCATION TEACHERS CONCERNING INCLUSION POLICY
European Journal of Education Studies - Volume 10 │ Issue 6 │ 2023 317
program, with the necessary support and a receptive social environment". The psychometric tool
consists of 18 propositions, which are grouped into three factors and represent the three
dimensions of attitudes: cognitive, affective and behavioral. According to the creator of
the scale, each factor consists of six questions. Each statement of the scale is scored on a
6/point Likert scale, where 1 = Strongly Disagree and 6 = Strongly Agree. Three of the
questions belonging to the cognitive factor and all the questions belonging to the
behavioral factor include a backward counting, so that a higher score indicates a more
positive attitude towards inclusive education.
The initial form of the questionnaire included over one hundred items based on
the background of previous research on inclusive education. Subsequently, some of them
were rejected, due to ambiguous content and similarity to other proposals, and 41
proposals were selected. After a review by experts in special education and inclusive
education and specified teachers, the questionnaire included 36 items. After the
questionnaire was completed by a sample of teachers, on a pilot level, exploratory factor
analysis was performed and the items ended up to 28 in number. The confirmatory factor
analysis led to the emergence of three factors and items with a loading of at least 0.50 on
each factor were retained. The final form of the questionnaire includes six items in each
factor, with a reliability range from 0.77 to 1.30 and a loading degree greater than 0.50.
Specifically, the factors are: 1). Cognitive dimension (e.g. I believe that every student with
a disability can be taught within a general education school curriculum if the curriculum
is adapted to meet the individual needs of students) (Cronbach’s' a = 0.77), 2) Affective
dimension ( e.g. I experience unpleasant feelings when students with disabilities are
included in the general education class with students without disabilities) (Cronbach’s' a
= 0.78), 3) Behavioral dimension (e.g. I am willing to modify the classroom environment
to include students with disabilities in general class) (Cronbach’s' a = 0.91) (Mahat, 2008).
This scale has also been used in previous research (Hassanein, Alshaboul, & Ibrahim,
2021), with the participation of pre-school and primary education teachers (Štemberger
& Kiswarday, 2018), pre-school, primary and secondary education (Gaines & Barnes,
2017; Butakor, Ampadu, & Suleiman, 2020). The selection of this scale was held because
it is readily comprehensive by those who participate in the research (Weng, Walker &
Rosenblatt, 2015).
The second section includes questions related to the demographic data of the
sample (teaching school, teaching class, subject of teaching, years of experience in private
and public education, existence of a person with a disability in the family or friendly
environment, attendance at seminars on the subject of special education (special
education and differentiated teaching, intercultural education, learning difficulties,
teaching approaches), previous teaching experience with children with special
educational needs, type of disability and/or special educational needs of the students
teachers taught (motor difficulties, behavioral problems, cognitive difficulties , emotional
difficulties, social difficulties), knowledge of the legal framework of special education,
knowledge of the purpose and operation of Greek Public Differential Diagnosis,
Counseling and Support Center, gender, age, educational level), which were formed
based on previous research (Vilchinsky, & Werner, 2007; Findler, Forlin, et al, 2009;

Polyzopoulou Konstantia, Tsakiridou Helen
ATTITUDES OF GREEK GENERAL EDUCATION TEACHERS CONCERNING INCLUSION POLICY
European Journal of Education Studies - Volume 10 │ Issue 6 │ 2023 318
Tsakiridou & Polyzopoulou, 2014; Gaines & Barnes, 2017; Tsakiridou & Polyzopoulou,
2019a).
3.3 Statistical analysis
The Statistical Package of Social Analysis (SPSS 29) was used for the data analysis.
Especially, it was used Factor analysis, Cronbach’s a reliability analysis, Independent
Samples T-test and Univariate ANOVA, to determine the predicted results.
4. Results
4.1 Factor analysis of the questionnaire
The new questionnaire consists of 18 items and the factor analysis carried out for the
Greek version of the questionnaire, using the orthogonal axis rotation, confirmed the 3
factors of the original questionnaire: KMO = 0.863, degree of sphericity (Bartlett's test) =
1213.816, p < 0.001 that explains 72.56% of the total variance of the sample. Specifically,
the first axis explains the 27.94% of the total variance, the second axis explains 24.85% of
the total variance, and the third axis explains the 19.78% of the total variance. In another
study (Perrin, Jury, & Desombre, 2021), the Cronbach a was found to be equal to 0.91.
The first factor consists of six items (a = 0.90) and represents the cognitive
dimension. The second factor consists of six items (a = 0.81) and represents the emotional
dimension and the third factor consists of six items (a = 0.85) and represents the
behavioral dimension. In a similar research, the reliability indicators emerged as followed
(Štemberger & Kiswarday, 2018): cognitive dimension a = .79, emotional dimension a =
0.89, behavioral dimension a = 0.91 (Table 3).
The correlation between the subscales was also calculated and it was found that
each subscale consists of an independent unit, a result that is consistent with the original
research (Mahat, 2008).
Also, there were calculated the overall mean (M = 4.33) and standard deviation of
the responses of the sample subjects (S. D. = 0.67). The total means for the factors of the
questionnaire were formed as follows: for the first factor representing the cognitive
dimension, the average of the responses is 4.46, with a standard deviation of 0.83, for the
second factor representing the emotional dimension, the average is 3.66 and the standard
deviation of 0.88, for the third factor, which represents the behavioral dimension, the
mean of the responses is 4.84 and the standard deviation is 0.74. The behavioral subscale
presents the highest mean, which is indicated as the most positive attitude expressed by
the teachers of the sample, although this dimension is a tendency to behave in a willing
manner and this tendency to express a behavior is probably opposite to actual behavior
expressed in the classroom (Gaines & Barnes, 2017). In another study (Perrin, Jury, &
Desombre, 2021) the overall mean was found to be 4.41 (SD = 0.81) (Table 3).

Polyzopoulou Konstantia, Tsakiridou Helen
ATTITUDES OF GREEK GENERAL EDUCATION TEACHERS CONCERNING INCLUSION POLICY
European Journal of Education Studies - Volume 10 │ Issue 6 │ 2023 319
Table 3: Factor analysis for the Greek version of the MATIES (Mahat, 2008)
Items
Factors
F1
F2
F3
Mean
SD
I believe that an inclusive school is one that permits the
academic progression of all students regardless of their ability.
0,827
4.88
1,15
I believe that students with a disability should be taught in
special education schools
0,817
3.73
1,40
I believe that inclusion facilitates socially appropriate behavior
amongst all students
0,764
5,03
0,77
I believe that any student can learn in the regular curriculum of
the school if the curriculum is adapted to meet their individual
needs
0,721
4,68
1,12
I believe that students with a disability should be segregated
because it is too expensive to modify the physical environment
of the school
0,719
4,28
1,28
I believe that students with a disability should be in special
education schools so that they do not experience rejection in
the regular school.
0,509
4,18
1,22
I get frustrated when I have difficulty communicating with
students with a disability.
0,798
3,36
1,45
I get upset when students with a disability cannot keep up with
the day-to-day curriculum in my classroom.
0,769
2,72
1,30
I get irritated when I am unable to understand students with
disabilities.
0,762
3,27
1,38
I am uncomfortable including students with a disability in a
regular classroom with other students without a disability.
0,637
4,62
1,33
I am disconcerted that students with a disability are included
in the regular classroom regardless of the severity of the
disability.
0,607
3,36
1,60
I get frustrated when I have to adapt the curriculum to meet
the individual needs of all students.
0,537
4,63
1,12
I am willing to encourage students with a disability to
participate in all social activities in the regular classroom.
0,775
5,27
0,73
I am willing to adapt the curriculum to meet the individual
needs of all students regardless of their ability
0,738
5,00
0,89
I am willing to physically include students with a severe
disability in the regular classroom with the necessary support
0,654
4,49
1,25
I am willing to modify the physical environment to include
students with a disability in the regular classroom.
0,621
4,90
0,97
I am willing to adapt my communication techniques to ensure
that all students with an emotional and behavioral disorder can
be successfully included in the regular classroom.
0,612
4,84
1,00
I am willing to adapt the assessment of individual students in
order for inclusive education to take place.
0,589
4,57
1,00

Polyzopoulou Konstantia, Tsakiridou Helen
ATTITUDES OF GREEK GENERAL EDUCATION TEACHERS CONCERNING INCLUSION POLICY
European Journal of Education Studies - Volume 10 │ Issue 6 │ 2023 320
Table 4: Factors’ mean, standard deviation and Cronbach’s a
for the Greek version of the MATIES (Mahat, 2008)
Factors
N = 154
M
S. D.
Cronbach’s a
Cognitive dimension
4.46
0.83
0.90
Emotional dimension
3.66
0.88
0.81
Behavior dimension
4.84
0.74
0.85
Total
4.33
0.67
0.86
4.2 The correlation between demographics and Greek general education teachers’
attitudes toward children with disabilities and/or special educational needs and their
inclusion
Regarding the existence or not of a person with special needs in the family environment,
statistically significant differences were observed between participants who had a
relative with special needs and those who did not have a relative with a disability.
Specifically, the attitudes of people with a relative with special needs (M. = 5.04, S.D. =
0.53) differ from the attitudes of people who do not have a person with special needs in
the family environment (M. = 4.42, S.D. = 0.84) in the cognitive factor (t = 2.258, df = 150,
p<0.05). Also, people with a relative disability (M. = 5.40, S.D. = 0.52) develop different
attitudes than people who do not have a relative with special needs (M. = 4.80, S.D. = 0.75)
(t = 2.686, df = 150, p<0.05) (Table 5 & Table 6).
Regarding the attendance of special education seminars, differences emerged
between teachers who participated in seminars and those who did not. Specifically, the
attitudes of teachers who have attended a special education seminar (M. = 3.76, S.D. =
0.86) differ from the attitudes of teachers who have not attended a seminar (M. = 3.32,
S.D. = 0.83) in the emotional factor (t = 2.799, df = 149, p < 0.05). Furthermore, the attitudes
of teachers who have attended a special education seminar (M. = 4.91, S.D. = 0.75) differ
from the attitudes of teachers who have not attended a seminar (M. = 4.64, S.D. = 0.73) in
the behavioral factor (t = 2.017, df = 149, p<0.05) (Table 5 & Table 6).
Regarding the subject of seminars in special education, statistically significant
differences were observed in the cognitive factor (F 3, 103 = 3.748, p < 0.05). More
specifically, based on the Tukey HSD test, which was used in previous research (Gaines
& Barnes, 2017), individual differences emerged between the teachers who attended a
seminar on "special education and differentiated instruction" (M. = 4.72, S.D. = 0.77) and
to those who attended a seminar on "learning difficulties" (M. = 4.18, S.D. = 0.87) in the
cognitive factor (Table 7).
Differences also emerged regarding the acquisition of teaching experience with
students with special needs across all factors. Specifically, teachers with teaching
experience with students with special needs (M. = 4.55, S.D. = 0.85) develop different
opinions than teachers who do not have teaching experience with students with special
needs (M. = 4.24, S.D. = 0.75) in the cognitive factor (t = 2.017, df = 147, p<0.05). Teachers
with teaching experience (M. = 3.80, S.D. = 0.85) and teachers without teaching experience
(M. = 3.25, S.D. = 0.81) express different attitudes in the emotional factor (t = 3.563, df =
147, p<0.001). Also, teachers with teaching experience (M. = 4.98, S.D. = 0.72) and those

Polyzopoulou Konstantia, Tsakiridou Helen
ATTITUDES OF GREEK GENERAL EDUCATION TEACHERS CONCERNING INCLUSION POLICY
European Journal of Education Studies - Volume 10 │ Issue 6 │ 2023 321
without teaching experience (M. = 4.47, S.D. = 0.73) develop different perceptions of the
behavioral factor (t = 3.740, df = 147, p<0.001) (Table 5 & Table 6).
Regarding the knowledge of the special education legal framework, differences
were observed in all factors. Specifically, the perceptions of teachers who have
knowledge of the special education policy framework (M. = 4.63, S.D. = 0.81) differ from
the attitudes of teachers who do not have knowledge of the legal framework of special
education (M. = 4.24, S.D. = 0.82) in the cognitive factor (t = 2.944, df = 149, p < 0.01). In
addition, the attitudes of teachers who have knowledge of the legal framework of special
education (M. = 3.89, S.D. = 0.85) differ from the perceptions of teachers who do not have
knowledge of the legal framework of special education (M. = 3.35, S.D. = 0.85) in the
emotional factor (t = 3.915, df = 149, p < 0.001). Furthermore, the attitudes of teachers who
have knowledge of the legal framework of special education (M. = 4.99, S.D. = 0.72) differ
from the perceptions of teachers who do not have knowledge of the legal framework of
special education (M. = 4.65, S.D. = 0.75) in the emotional factor (t = 2.846, df = 149, p <
0.01) (Table 5 & Table 6).
Regarding the knowledge of the operation and purpose of Greek Public
Differential Diagnosis, Counseling and Support Center, differences were observed in one
of the three factors. Specifically, the attitudes of teachers who have knowledge of the
operation and purpose of the specific center (M. = 4.87, S.D. = 0.74) differ from the
attitudes of teachers who do not have knowledge of the operation and purpose of that
organization (M = 4.38, S.D. = 0.77) in the behavioral factor (t = 2.022, df = 150, p < 0.05)
(Table 6).
In respect of teaching level, statistically significant differences were observed in all
factors. In particular, the attitudes of teachers who teach in primary education (M. = 4.66,
S.D. = 0.72) differ from the attitudes of teachers who teach in secondary education (M. =
4.30, S.D. = 0.87) in the cognitive factor (t = 2.696, df = 147, p < 0.01). Also, the attitudes of
teachers who teach in primary education (M. = 3.88, S.D. = 0.88) differ from the attitudes
of teachers who teach in secondary education (M. = 3.52, S.D. = 0.84) in the emotional
factor (t = 2.591, df = 147, p < 0.05). The attitudes of teachers who teach in primary
education (M. = 5.04, S.D. = 0.70) differ from the attitudes of teachers who teach in
secondary education (M. = 4.69, S.D. = 0.76) in the behavioral factor (t = 2.875, df = 147, p
< 0.01) (Table 5 & Table 6).
With reference to the teaching school in secondary education (junior high school,
general high school, vocational lyceum) differences were observed in two of the three
factors: in the first factor – cognitive dimension (F 2, 83 = 3.436, p < 0.05) and in the third
factor – behavioral dimension (F 2, 83 = 4.154, p < 0.05). The post-testing of the results,
carried out with the Tukey HSD test, as in previous research (Gaines & Barnes, 2017),
resulted in individual differences between the general high school (M. = 4.79, S.D. = 0.70)
and in the vocational high school (M. = 4.09, S.D. = 0.82) for the cognitive factor. Also,
individual differences emerged between the general high school (M. = 5.09, S.D. = 0.52)
and the vocational high school (M. = 4.47, S.D. = 0.70) for the behavioral factor (Table 7).
About the teaching subject, statistically significant differences were observed in all three
factors: in the cognitive factor (F 2, 147 = 6.798, p < 0.01), in the emotional factor (F 2, 147

Polyzopoulou Konstantia, Tsakiridou Helen
ATTITUDES OF GREEK GENERAL EDUCATION TEACHERS CONCERNING INCLUSION POLICY
European Journal of Education Studies - Volume 10 │ Issue 6 │ 2023 322
= 5.551, p < 0.01) and in the behavioral (F 3, 387 = 5.687, p = 0.001, p<0.01). Based on the
Tukey HSD test, as in previous research (Gaines & Barnes, 2017), statistically significant
differences emerged between the "pedagogy sciences" (M = 4.70, S.D. = 0.73) and
“physical sciences” (M.= 4.12, S.D. = 0.86) in the cognitive factor, in the "pedagogy
sciences" (M. = 3.92, S.D. = 0.86) and "physical sciences" (M.= 3.39, S.D. = 0.83) in the
emotional factor and in the "pedagogy sciences" (M. = 5.05, S.D. = 0.67) and "physical
sciences" (M. = 4.64, S.D = 0.73) in the behavioral factor (Table 7).
Regarding the years of teaching experience in public education, statistically
significant differences were observed in the behavioral factor (F 3, 148 = 3.732, p < 0.05).
Specifically, multiple comparisons with the Tukey HSD test, as in previous research
(Gaines & Barnes, 2017), showed differences between teachers with 1-10 years of service
(M. = 4.97, S.D. = 0.72) and teachers with 21-30 years of service (M. = 4.57, S.D. = 0.82) in
the behavioral factor and among teachers with 11-20 years of service (M. = 5.02, S.D. =
0.65) and teachers with 21-30 years of service (M. = 4.57, S.D. = 0.82) on the same factor
(Table 7).
As for the years of teaching in private education, statistically significant
differences were observed in the emotional factor (F 2, 123 = 3.198, p < 0.05). Specifically,
multiple comparisons with the Tukey HSD test, as in previous research (Gaines & Barnes,
2017), showed differences between teachers with 1-10 years of service (M. = 3.73, S.D. =
0.88) and teachers with 21-30 years of service (M. = 2.94, S.D. = 0.77) in the emotional
factor (Table 7).
Concerning the age of the teachers in the sample, statistically significant
differences were observed for the second and third factors out of the three factors.
Statistically significant differences were found in age in relation to the emotional factor
(F 3, 148 = 4.177, p < 0.01) and in relation to the behavioral factor (F 3, 148 = 3.453, p <
0.51). Based on the Tukey HSD test, statistically significant differences emerged in the age
group 31-40 (M. = 3.99, S.D. = 1.03) and over 51 years old (M. = 3.40, S.D. = 0.72) in the
emotional factor and in the age group 31-40 years (M. = 5.09, S.D. = 0.79) and in the age
group over 51 years old (M. = 4.62, S.D. = 0, 77) in relation to the behavioral factor (Table
7).
No statistically significant differences were found for gender, person with special
needs in the friendly environment, seminar provider, participant's level of education,
teaching class in primary and secondary education and the type of disability / special
educational needs of the students taught by the teachers.

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ATTITUDES OF GREEK GENERAL EDUCATION TEACHERS CONCERNING INCLUSION POLICY
European Journal of Education Studies - Volume 10 │ Issue 6 │ 2023 323
Table 5: Means and standard deviation for Multidimensional Attitudes
toward Inclusive Education Scale (MATIES) (Mahat, 2008), according to t-test
Factors
Teachers’ groups
Ν = 154
N
M
S. D.
Cognitive
dimension
Family member
with special needs
Yes
12
5,04
0,53*
No
140
4,42
0,84*
Teaching experience with
students with special needs
Yes
109
4,55
0,85*
No
40
4,24
0,75*
Knowledge of special
education Law
Yes
85
4,63
0,81**
No
66
4,24
0,82**
Teaching level
Primary education
65
4,66
0,72**
Secondary education
84
4,30
0,87**
Emotional
dimension
Attending special
education seminars
Yes
111
3,76
0,86*
No
40
4,32
0,83*
Teaching experience with
students with special needs
Yes
109
3,80
0,86**
No
40
3,25
0,81**
Knowledge of special
education Law
Yes
85
3,89
0,85**
No
66
3,35
0,85**
Teaching level
Primary education
65
3,88
0,88*
Secondary education
84
3,52
0,84*
Note: Level of significance: p<0.05*, p<0.01**, p<0.001***
Table 6: Means and standard deviation for Multidimensional Attitudes
toward Inclusive Education Scale (MATIES) (Mahat, 2008), according to t-test
Factors
Teachers groups
Ν = 154
N
M
S. D.
Behavior
dimension
Family member with special needs
Yes
12
5,40
0,52*
No
140
4,80
0,75*
Attending special education seminars
Yes
111
4,91
0,75*
No
40
4,64
0,73*
Teaching experience with students
with special needs
Yes
109
4.98
0,72**
No
40
4,47
0,73**
Knowledge of special education Law
Yes
85
4,99
0,72**
No
66
4,65
0,75**
Knowledge of the operation and purpose
of Greek Public Differential Diagnosis,
Counseling and Support Center
Yes
142
4,87
0,74*
No
10
4,38
0,77*
Teaching level
Primary education
65
5,04
0,70**
Secondary education
84
4,69
0,76**
Note: Level of significance: p<0.05*, p<0.01**, p<0.001***

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ATTITUDES OF GREEK GENERAL EDUCATION TEACHERS CONCERNING INCLUSION POLICY
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Table 7: Means and standard deviations for statistically significant differences among the
factors for the Greek version of the MATIES (Mahat, 2008), according to Tukey HSD test
Factors
Teachers groups
Ν = 154
N
M
S. D.
Cognitive
dimension
School in Secondary
education
General high school
14
4,79
0,69*
Vocational high school
37
4,09
0,82*
Teaching subjects
Pedagogy sciences
66
4,69
0,73**
Physical επιστήμες
42
4,12
0,86**
Subject of special
educational needs
seminars
Special education and
differentiated instruction
57
4,72
0,77*
Learning difficulties
36
4,18
0,87*
Emotional
dimension
Teaching subjects
Pedagogy sciences
66
3,91
0,86**
Physical επιστήμες
42
3,39
0,83**
Years of teaching
in private education
1-10 έτη
106
3,73
0,88*
21-30 έτη
11
2,94
0,77*
Age
31-40 έτη
41
3,99
1,03**
>51 έτη
55
3,39
0,72**
Behavior
dimension
School in
Secondary education
General high school
14
5,09
0,52*
Vocational high school
37
4,47
0,70*
Teaching subjects
Pedagogy sciences
66
5,05
0,67*
Physical sciences
42
4,64
0,73*
Years of teaching
in public education
1-10 years
58
4,97
0,72*
11-20 years
40
5,02
0,65*
21-30 years
49
4,57
0,82*
Age
31-40 years
41
5,09
0,79*
>51 years
55
4,62
0,77*
Note: Level of significance: p<0.05*, p<0.01**, p<0.001***
5. Discussion
Having a relative with a disability affects teachers' attitudes, which means that teachers
develop more positive attitudes towards inclusive education tactics, a finding consistent
with previous research (Levins, Bornholt, & Lennon, 2005). Presence and contact with the
disabled person in the family are important factors while the degree of frequency of
contact and intimacy are variables that play a less important role (Parasuram, 2006).
Attending seminars on special education affected teachers' attitudes, with the
result that teachers who participated in training on special education developed better
attitudes on an emotional and behavioral level, a result that is in line with another
research (Tsakiridou & Polyzopoulou, 2014; Tsakiridou & Polyzopoulou, 2019a).
Regarding the teaching topic of the seminars, teachers who attended the thematic
modules on "special education and differentiated teaching" expressed better attitudes
than those who were trained in "learning difficulties". It seems that the specialized
training teachers received in the domain of special educational needs, which does not
focus exclusively on the learning process at a cognitive level, but also includes issues that
support this process, acquiring the knowledge, readiness, and competence to accept with
willingness in the classroom students with special educational needs. The additional

Polyzopoulou Konstantia, Tsakiridou Helen
ATTITUDES OF GREEK GENERAL EDUCATION TEACHERS CONCERNING INCLUSION POLICY
European Journal of Education Studies - Volume 10 │ Issue 6 │ 2023 325
education and specialization of teachers play an important role and frames teachers'
attitudes towards inclusive education (Noreen, Intizar, Gulzar, 2019).
The teaching experience acquired in teaching with students with special
educational needs differentiates the attitudes of teachers towards the tactics of inclusive
education in all dimensions of attitudes: cognitive, emotional, behavioral. This variable
is an important parameter that should be considered (Ahmmed, Sharma, & Deppeler,
2012). In previous research, the same finding was identified (Tsakiridou & Polyzopoulou,
2019a) and specifically it was related to a favorable attitude towards the inclusion of
students with physical difficulties and behavioral problems. In corresponding research,
with the participation of teachers without teaching experience, it was found that men and
women maintain an attitude that does not seem to be favorable to inclusive education
(Lao et al., 2022). Accordingly, and in earlier research (Levins, Bornholt, & Lennon, 2005)
the teaching and personal experience with students with special educational needs is not
a differentiating factor as to the perceptions of teachers towards students with special
needs. Teachers may experience job satisfaction, a parameter linked to the consequences
of the learning process, in the sense that a satisfied teacher can provide a better quality of
education, or a form of education characterized by consistency in the teaching process
(De Stasio et al., 2017).
The knowledge of the legal framework of special education affects the attitudes of
teachers towards the policy of inclusion and this effect is expressed in all dimensions:
cognitive, emotional, behavioral, as in previous research (Tsakiridou & Polyzopoulou,
2014; Tsakiridou & Polyzopoulou, 2019a).
Teachers who are aware of the function and purpose of Greek Public Differential
Diagnosis, Counseling and Support Center form more favorable attitudes at the
behavioral level. A similar finding was also found in another study (Tsakiridou &
Polyzopoulou, 2014), where it is stated that, in case the teacher is given the opportunity
to ask for help from an expert employed in these centers regarding a student who exhibits
moderate or severe behavioral difficulties in the classroom, then a positive attitude is
developed for the inclusion of these students in the general education classroom.
Teachers who teach in primary education develop more positive dispositions
compared to teachers who teach in secondary education, a result that appears in all
dimensions: cognitive, emotional, behavioral. This finding also emerged in another study
(Tsakiridou & Polyzopoulou, 2014). Specifically, primary school teachers in the general
education expressed a more favorable attitude towards teaching students with disruptive
behavior or social interaction difficulties compared to secondary school teachers
(Tsakiridou & Polyzopoulou, 2019a). This difference may be due to the fact that the
primary teacher remains as the dominant teacher in the classroom for the whole school
year, interacts with the same students in the classroom for a school year and can become
capable of being oriented to the personality of each student. In addition to that result, in
another study (Gaines & Barnes, 2017), it was found that secondary teachers had more
favorable attitudes than primary teachers. In another survey (Gaines & Barnes, 2017)
primary education teachers expressed less favorable attitudes in contrast to secondary
teachers.

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ATTITUDES OF GREEK GENERAL EDUCATION TEACHERS CONCERNING INCLUSION POLICY
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Teachers who teach in secondary schools (junior high school, general high school,
vocational high school) develop different attitudes. Specifically, teachers who teach in a
general high school express more favorable attitudes than teachers who teach in a
vocational high school in the cognitive and behavioral dimensions. It seems that in a
professional school, curriculum and teaching subjects follow a stable and rigid course,
which is dictated by the specified content of the courses and the specializations which
students are called to choose during the years of school attendance. It is supported that
human tries to keep their distance from conditions that could disrupt their harmony,
extinguish contradictory information, reorganize them, implement an amount of
approach to get along with stress, as protecting behavior, which can also be displayed in
their attitudes toward inclusion practices (Barnová et al., 2022). It seems that teachers in
a general high school are acquainted with the knowledge of planning the educational
procedure in a more individualized level, a fact that demands from the teachers to
provide directions aiming to satisfy every student’s particular needs (Weng, Walker &
Rosenblatt, 2015).
Teachers teaching the "pedagogy sciences" subject tend to adopt more favorable
attitudes compared to those who teach "physical sciences" in all dimensions of attitudes:
cognitive, emotional, behavioral. A similar finding was also found in another research
(Tsakiridou & Polyzopoulou, 2014), where teachers who educate students in the domain
of educational and theoretical sciences, favor the inclusion of students with social and
academic/learning difficulties.
Years of teaching in public education influence the formation of more positive
attitudes towards inclusive education and affect the behavioral dimension of attitudes.
Specifically, the differences were observed between the groups of teachers with 1-10
years of service and 21-30 years of service and between the groups of teachers with 11-20
years of service and 21-30 years of service. This conclusion was also confirmed in
previous research (Tsakiridou & Polyzopoulou, 2019a), where teachers who have
completed 10 years of teaching experience express more positive attitudes compared to
teachers who have completed more than 10 years towards students with physical
difficulties. In another study (Gaines & Barnes, 2017), attitudes were found to differ
between the group of individuals with 1 to 5 years of teaching experience and the group
of individuals with 11 years or more of teaching experience.
Years of teaching in private education affect teachers' attitudes a result that leads
to the emergence of differences in the emotional dimension of attitudes. Specifically,
teachers with 1-10 years of service develop more positive attitudes than teachers with 21-
30 years of service. In a related study (Gaad & Khan, 2007), a low percentage of teachers
having less than ten years of experience perceive special needs students in a general
classroom as a group with a definite strength for the ideology of the school community.
Private education in Greece is a demanding working area and consists of a basic
contribution to the education of Greek students, which demands patience and great effort
from the young teachers. Besides, in the frames of a competitive Greek educational
system, educators who are occupied in private schools are forced to obtain an education

Polyzopoulou Konstantia, Tsakiridou Helen
ATTITUDES OF GREEK GENERAL EDUCATION TEACHERS CONCERNING INCLUSION POLICY
European Journal of Education Studies - Volume 10 │ Issue 6 │ 2023 327
for all, a fact that demands desire for work and dedication, abilities that are usually
expressed in the begging of working career.
The age of the teachers in the sample affects teachers’ attitudes, who aged from 31
to 40 and over 50 years for the emotional and behavioral factor, as in previous research
(Tsakiridou & Polyzopoulou, 2014; Tsakiridou & Polyzopoulou, 2019a). It appears that
the more teachers adopt the values of self-transcendence and receptivity to change, the
more they seem to express positive attitudes towards inclusion, while those who pursue
values of self-improvement/personal improvement express negative attitudes towards
inclusion (Perrin, Jury, & Desombre, 2021).
5. Recommendations
In order to interpret teachers’ negative attitudes towards inclusive education it is useful
to carry out research comparing the attitudes of teachers and the available school
resources at the country level, between different countries (Saloviita, 2020).
It is important that the training for the institution of inclusive education is
organized for students studying in pedagogic universities, who lack of teaching
experience, so that an introductory course is provided, which includes a period of
practical training, in order to have a positive effect on the attitudes of teachers, in order
to acquire the skills that allow the implementation of inclusive education programs
(Levins, Bornholt, & Lennon, 2005; Tsakiridou & Polyzopoulou, 2019b; Hassanein,
Alshaboul, & Ibrahim, 2021). Specifically, Hassanein, et al., (2021) state that these courses
should include a theoretical part and a practical part, to be implemented in an inclusive
education environment and to maintain the orientation of the courses in preparation for
inclusive education.
To promote the values of inclusion, the concept of acceptance of diversity and
intercultural differences should be included in all curricula and not only those in the
special education curricula (Braunsteiner & Mariano-Lapidus, 2014). In continuation of
the research, it is pointed out that the future of truly inclusive education, with no
exclusions, is based on a cultural change, which supports and strengthens diversity and
approaches success through a perspective that is not constructed by standardized
assessment and grading tests.
Additionally, the inclusion of students with different strengths and weaknesses in
the same class requires a redefinition of teacher training and their orientation to a
preparation different from that required by education in a "typical" class, and the teachers
themselves must consider the participation of parents as a normal parameter of the
planning of the pedagogical process (Forlin & Hopewell, 2006). It is proposed that
teachers, parents and students should develop a collaboration in the frame of
understanding students’ needs in an individualized way and adjust their teaching
strategies respectively (Hind, Larkin, & Dunn, 2019).
It is important to explore how values influence teachers' attitudes toward
inclusion, as well as to appreciate the values that reside in the education system itself
(Perrin, Jury, & Desombre, 2021). The same researchers suggest that it would be helpful

Polyzopoulou Konstantia, Tsakiridou Helen
ATTITUDES OF GREEK GENERAL EDUCATION TEACHERS CONCERNING INCLUSION POLICY
European Journal of Education Studies - Volume 10 │ Issue 6 │ 2023 328
to design curricula and training programs that incorporate these elements in their
structure and content, to be important incentives for improving teachers' attitudes
towards inclusive education, ensuring the values of universality, receptivity and benefit,
so that all students have access to the educational good. Beyond this, it is important to
design a policy with the aim of investing in quality in the work environment, as the
positive interpersonal relationships that teachers can experience in the school context can
be a protective shield against the risk of burnout (De Stasio et al., 2017).
Inclusion is a social reality and teachers should accept the situation (Dignath et al.,
2022). Consequently, according to the research, educational interventions play an
important role to fully preparing teachers for teaching in inclusive classrooms. Also, it is
recommended that training seminars should be organized, special education course
should be integrated as part of the studies, providing information about students with
special educational needs and/or disability in the teaching community and employing
one teacher with sufficient knowledge about students with a disability in every
educational institution of general education consist of perquisites in order for the
inclusive education to be implemented (Noreen, Intizar, Gulzar, 2019).
Furthermore, it is proposed to be conducted similar research in the near future,
where the relationship of students with disabilities is investigated (Noreen, Intizar,
Gulzar, 2019).
The implementation of inclusive education is only possible when schools are
designed and managed so that all children experience a quality learning environment, as
a result of which a significant effort to reform the education system of most countries is
required (Hassanein, Adawi, & Johnson, 2021).
Behavioral change may not materialize and is more likely to be limited to a change
in the intent of the behavior rather than the behavior itself (Noreen, Intizar, Gulzar, 2019).
The researchers add that the change in behavior is always observed at a slow rate,
however, one can hope that as more educated and new teachers are employed in the
education system, the system will be adapted to conditions of inclusive education.
The non-differentiation of the results by gender of the participants towards
inclusive education suggests the need for more studies in this area, as the investigation
of attitude and gender remains an area worthy of examination, given that the teacher's
path and career dominated by one gender group (Ahmmed, Sharma, & Deppeler, 2012;
Lao et al., 2022).
Besides, social desirability consists of a determinant factor that affects teachers’
responses (Weng, Walker & Rosenblatt, 2015). According to the authors, educators’
attitudes might arise as quite emotional and some of them possibly not prefer to be
indicated as disagreeing with or supporting the inclusion policy.
6. Conclusion
Greek teachers express their general willingness to accept students with special needs in
the general classroom. The variables that predict educators’ attitudes according to
previous research, are verified by the current study. Nevertheless, it is admitted that the

Polyzopoulou Konstantia, Tsakiridou Helen
ATTITUDES OF GREEK GENERAL EDUCATION TEACHERS CONCERNING INCLUSION POLICY
European Journal of Education Studies - Volume 10 │ Issue 6 │ 2023 329
implementation of inclusion policy in the Greek educational system demands an
attentive and complete planning, offering to the members of the school community the
appropriate support and opportunities for continuing and specialized learning.
Conflict of Interest Statement
The authors declare no conflicts of interest.
About the Authors
Polyzopoulou Konstantia, School Psychologist PhD. Position: Teaching in Department
of Public and One Health, University of Thessaly (Greece) as external academic fellow
since February 2020 until now. Working as a school psychologist in a public special needs
school. Research interests: inclusion, special educational needs students, gifted children,
disability.
Tsakiridou Helen, Professor of Applied Statistics and Research Methodology,
Department of Regional and Cross Border Development Studies, University of Western
Macedonia, Greece. She holds MSc and PhD from the Statistics and Operations Research
Section of the Department of Mathematics of the Aristotle University of Thessaloniki,
Greece. She teaches research methodology courses and statistics in the undergraduate
and in the postgraduate curricula. She has served as a Vice Rector at the University of
Western Macedonia, Greece. Her research interests include: Applied Statistics,
Educational Research, Economics of Education and Operations Research. She also deals
with population structure studies and development issues, sampling, data collection and
data analysis.
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Polyzopoulou Konstantia, Tsakiridou Helen
ATTITUDES OF GREEK GENERAL EDUCATION TEACHERS CONCERNING INCLUSION POLICY
European Journal of Education Studies - Volume 10 │ Issue 6 │ 2023 332
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