Socio-Emotional Competencies and Emotional Intelligence as Predictors of Teachers’ Attitudes Toward Inclusive Education

Le résumé fourni par la source

This study investigates the predictive role of socio-emotional competencies—empathy, prosocial behavior, and emotional autonomy—and emotional intelligence dimensions—attention, clarity, and regulation—in shaping attitudes toward inclusive education among 405 in-service primary school teachers in Spain’s Valencian Community. Employing a quantitative, cross-sectional design, the research identifies significant associations between these psychological constructs and inclusive attitudes. Empathy and emotional autonomy emerged as the strongest socio-emotional predictors, while emotional attention, regulation, and clarity were robust predictors within the emotional intelligence domain. These findings highlight the relevance of emotional skills in fostering inclusive dispositions and underscore the need for targeted professional development programs to enhance teachers’ emotional capacities and promote equity-driven educational practices.

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