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The impact of teachers’ inclusive attitudes on the acceptance of students with special needs: A gender perspective

Jurnal Bimbingan Konseling · Vol. 15 No. 1 (2026) · hlm. 1–6

DOI
10.15294/jubk.v15i1.29226
ISSN
2502-4450, 2252-6889
Terbit
2026-04-17
Penerbit
Study Program of Guidance and Counselling, Post Graduate Program, Universitas Negeri Semarang
Bahasa
eng

Abstrak

This study examines the relationship between students’ perceptions of teachers’ inclusive attitudes and their acceptance of students with special educational needs (SEN), with gender as a moderating variable. Recognizing the importance of fostering inclusive school environments, this study employed a quantitative correlational design involving 307 students from three inclusive public junior high schools in Semarang, Indonesia. Data were collected using adapted versions of the Attitudes Towards Inclusive Education Scale (AIES) and the Attitude Survey Towards Inclusive Education (ASIE), which demonstrated excellent internal consistency (Cronbach’s α =.976 and.925, respectively). Data were analyzed using Hayes’ PROCESS Macro Model 1 (version 5.0) in SPSS. The results revealed a significant positive association between perceived teacher inclusivity and students’ acceptance of peers with special educational needs (β = 9.743, p <.001). Furthermore, gender significantly moderated this relationship (β = 0.472, p <.05). The overall model explained 88.22% of the variance in students’ acceptance (R² =.8822). These findings highlight the importance of perceived teacher inclusivity in promoting peer acceptance within inclusive educational settings and suggest that this relationship varies by gender. The study underscores the need for school-based interventions that strengthen inclusive teaching practices while considering gender-related differences in students’ social attitudes.

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Sumber metadata: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/journals/jubk/oai, pertama di-harvest 6 Nov 2026, terakhir terlihat 8 Nov 2026.
Metadata asli (oai_dc) 
<oai_dc:dc xmlns="http://www.openarchives.org/OAI/2.0/" xmlns:dc="http://purl.org/dc/elements/1.1/" xmlns:oai_dc="http://www.openarchives.org/OAI/2.0/oai_dc/" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance" xsi:schemaLocation="http://www.openarchives.org/OAI/2.0/oai_dc/  http://www.openarchives.org/OAI/2.0/oai_dc.xsd">
	<dc:title xml:lang="en">The impact of teachers’ inclusive attitudes on the acceptance of students with special needs: A gender perspective</dc:title>
	<dc:creator xml:lang="en">Sailana, Jessica Agustin</dc:creator>
	<dc:creator xml:lang="en">Awalya</dc:creator>
	<dc:creator xml:lang="en">Sunawan</dc:creator>
	<dc:creator xml:lang="en">Khairuddin Khairkhah</dc:creator>
	<dc:subject xml:lang="en">Acceptance of Children with Special Needs</dc:subject>
	<dc:subject xml:lang="en">Teachers’ Inclusive Attitudes</dc:subject>
	<dc:subject xml:lang="en">Perception of Inclusive Attitudes</dc:subject>
	<dc:description xml:lang="en">This study examines the relationship between students’ perceptions of teachers’ inclusive attitudes and their acceptance of students with special educational needs (SEN), with gender as a moderating variable. Recognizing the importance of fostering inclusive school environments, this study employed a quantitative correlational design involving 307 students from three inclusive public junior high schools in Semarang, Indonesia. Data were collected using adapted versions of the Attitudes Towards Inclusive Education Scale (AIES) and the Attitude Survey Towards Inclusive Education (ASIE), which demonstrated excellent internal consistency (Cronbach’s α = .976 and .925, respectively). Data were analyzed using Hayes’ PROCESS Macro Model 1 (version 5.0) in SPSS. The results revealed a significant positive association between perceived teacher inclusivity and students’ acceptance of peers with special educational needs (β = 9.743, p &amp;lt; .001). Furthermore, gender significantly moderated this relationship (β = 0.472, p &amp;lt; .05). The overall model explained 88.22% of the variance in students’ acceptance (R² = .8822). These findings highlight the importance of perceived teacher inclusivity in promoting peer acceptance within inclusive educational settings and suggest that this relationship varies by gender. The study underscores the need for school-based interventions that strengthen inclusive teaching practices while considering gender-related differences in students’ social attitudes.</dc:description>
	<dc:publisher xml:lang="en">Study Program of Guidance and Counselling, Post Graduate Program, Universitas Negeri Semarang</dc:publisher>
	<dc:date>2026-04-17</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.unnes.ac.id/journals/jubk/article/view/29226</dc:identifier>
	<dc:identifier>10.15294/jubk.v15i1.29226</dc:identifier>
	<dc:source xml:lang="en">Jurnal Bimbingan Konseling; Vol. 15 No. 1 (2026): April 2026; 1-6</dc:source>
	<dc:source>2502-4450</dc:source>
	<dc:source>2252-6889</dc:source>
	<dc:source>10.15294/jubk.v15i1</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/journals/jubk/article/view/29226/11834</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2026 Universitas Negeri Semarang</dc:rights>
</oai_dc:dc>