Towards inclusion in early childhood education: Personal and environmental factors associated with teachers' resistance

Inclusive classrooms are being advocated for internationally, with positive teacher attitudes identified as a key ingredient for seeding success. For successful implementation of inclusive education in early childhood education, it is crucial to understand potential resistance from teachers and the personal and environmental factors that are associated with such resistance. A survey of early childhood teachers in Hong Kong (N = 403) examined teachers' personal factors including knowledge of policy, self-efficacy, professional development, experience and professional role; and environmental factors including their school's adapted curriculum, teamwork, and provision of resources, together with the support available from the government and attitudes of stakeholders. Using confirmatory factor analysis, crucial personal factors that are likely to alleviate resistance were higher self-efficacy, professional development and to a lesser extent higher professional roles. Crucial environmental factors were the school's advocacy of an adapted curriculum and provision of relevant resources, together with positive attitudes of stakeholders. The findings point to the importance of both personal professional development and a favorable and supportive environment for early childhood teachers to embrace inclusion.