Teachers’ Attitudes Towards Inclusive Education in North Macedonian Schools

Authors

  • Arita Agai Department of Special Education and Rehabilitation, Faculty of Pedagogy, University of Tetova, 1200 Ilinden Str., Tetovo, North Macedonia
  • Bujar Adili Department of Professional Pedagogy, Faculty of Pedagogy, University of Tetova 1200 Ilinden Str., Tetovo, North Macedonia
  • Arbresha Zenki-Dalipi Department of Elementary Education, Faculty of Pedagogy, University of Tetova, 1200 Ilinden Str., Tetovo, North Macedonia
  • Felicia L. Wilczenski Department of Counseling and School Psychology, Faculty of School Psychology, University of Massachusetts, 100 Morrissey Blvd., Boston, Massachusetts, USA

DOI:

https://doi.org/10.15503/jecs2025.3.857.870

Keywords:

inclusive education, primary school teachers, attitudes, teacher experience

Abstract

Aim. This study examines the views of primary school teachers on inclusive education in North Macedonia, focusing on factors influencing their attitudes, including gender, teaching experience, education level, and prior experience with inclusive education.

 Methods. A total of 377 teachers participated in the study. The ATIES was used to assess their perceptions, and statistical analyses, including t-tests and ANOVA, were conducted to identify differences based on demographic factors.

  Results. Teachers expressed slightly positive attitudes towards inclusive education (M = 3.09, SD = 0.859), with the most favourable views on social inclusion and the least favourable on behavioural inclusion. Male teachers reported significantly more positive attitudes than female teachers. Experience in inclusive education had a significant impact, with teachers who had advanced experience demonstrating the most positive attitudes across all dimensions. In contrast, overall teaching experience and education level showed minimal influence.

  Conclusions. While teachers in North Macedonia generally support inclusive education, their attitudes vary based on gender and prior exposure to inclusive practices. The findings highlight the importance of targeted professional development to enhance teachers’ confidence and preparedness for inclusive education.

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Author Biographies

  • Arita Agai, Department of Special Education and Rehabilitation, Faculty of Pedagogy, University of Tetova, 1200 Ilinden Str., Tetovo, North Macedonia

    Dr. Arita Agai is an Assistant Professor and Head of the Special Education and Rehabilitation study program at the Faculty of Pedagogy, University of Tetova. She earned her PhD from the University “Episkop Konstantin Preslavski” in Bulgaria, with research focused on community integration for individuals with disabilities. With over 18 published articles and co-authorship of a practical handbook on student learning assessment, her work spans inclusive pedagogy, intercultural learning, and communication strategies in education. Fluent in Albanian, Macedonian, Turkish, Serbian, Croatian, and English, Dr. Agai brings a multilingual and empathetic lens to her teaching and scholarship, advancing inclusive education across North Macedonia.

  • Bujar Adili, Department of Professional Pedagogy, Faculty of Pedagogy, University of Tetova 1200 Ilinden Str., Tetovo, North Macedonia

    PhD in Education (Intercultural Competencies), lecturer at the Department of Professional Pedagogy, Faculty of Pedagogy, University of Tetova (North Macedonia). His research and publications focus on interculturality in education, diversity, and intercultural communication. He is the author of one book and 25 scientific articles. He serves as a member of the editorial boards of MAP Education and Humanities (MAPEH) and Research on Preschool and Primary Education (RPPE), and is a reviewer for several peer-reviewed journals, including Intercultural Education (Taylor & Francis).

  • Arbresha Zenki-Dalipi, Department of Elementary Education, Faculty of Pedagogy, University of Tetova, 1200 Ilinden Str., Tetovo, North Macedonia

    Dr. Arbresha Zenki-Dalipi, Assistant Professor at the Faculty of Pedagogy, University of Tetova, specializes in literacy development, intercultural education, and inclusive assessment strategies. She earned her PhD from Ss. Cyril and Methodius University in Skopje, focusing on visualization in early literacy. With over 20 peer-reviewed articles and a recent co-authored book “Critical Studies in Education: Intersections of Theory, Policy, and Practice (2025)”, she contributes actively to debates on adult learning and pedagogical leadership. Her multilingual fluency in Albanian, Macedonian, Croatian, Turkish, and English allows her to approach teaching and research through a rich cultural lens, and she is recognized for promoting equity, creativity, and visual learning methodologies within North Macedonia’s educational landscape.

  • Felicia L. Wilczenski, Department of Counseling and School Psychology, Faculty of School Psychology, University of Massachusetts, 100 Morrissey Blvd., Boston, Massachusetts, USA

    Felicia L. Wilczenski, EdD, received her doctorate in education from the University of Massachusetts Amherst. She is Professor Emerita and former Dean of the College of Education and Human Development at the University of Massachusetts Boston, where she previously served as Associate Professor and Director of the School Counseling Program in the Department of Counseling and School Psychology. She is a long-standing member of several professional organisations, including the American School Counselor Association, the National Association of School Psychologists, and the American Psychological Association.

    Dr. Wilczenski is widely recognised as the author of the Attitudes Toward Inclusive Education Scale (ATIES), an influential instrument used internationally to measure teacher attitudes toward inclusive education. The scale has been translated into multiple languages and applied in research across North America, Europe, Asia, and the Middle East. Her scholarly contributions include numerous peer-reviewed journal articles, book chapters, and conference presentations on inclusive education, school psychology, and ethics in professional practice.

    Her research interests include service learning in school-based mental health programmes, sustainable systemic approaches to character and social-emotional education, and the integration of ethical principles in school counselling and psychology training. She has taught graduate-level courses on ethics and continues to advocate for ethics education and professional development. Dr. Wilczenski has also led and collaborated on several federally funded projects focused on urban education reform and special education teacher preparation. In her leadership roles, she has promoted culturally responsive educator training and strengthened university-school partnerships. Throughout her career, she has received awards for excellence in teaching, service, and academic leadership.

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Published

2025-09-23

Issue

Vol. 16 No. 2 (2025): Journal of Education Culture and Society

Section

LOCAL CULTURES AND SOCIETIES

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Copyright (c) 2025 Arita Agai, Bujar Adili, Arbresha Zenki-Dalipi, Felicia L. Wilczenski

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How to Cite

Agai, A., Adili, B. ., Zenki-Dalipi, A. ., & Wilczenski, F. L. . (2025). Teachers’ Attitudes Towards Inclusive Education in North Macedonian Schools. Journal of Education Culture and Society, 16(2), 857-870. https://doi.org/10.15503/jecs2025.3.857.870