TY - JOUR AU - San Martín, C. AU - Calvo, R. AU - Sharma, U. AU - Ramírez, C. AU - Muñoz, Y. KW - Attitudes KW - In-service teachers KW - Inclusive education KW - Intentions KW - Teaching efficacy T1 - Attitudes, Self-Efficacy, and Intention to Teach in Inclusive Classrooms of In-Service Teachers in Chile: Validating Scales TI - Atitudes, Autoeficácia e Intenção de Ensinar em Aulas Inclusivas de Professores em Serviço no Chile: Validação de Escalas LA - por PY - 2024/// T2 - Revista Brasileira de Educacao Especial SN - 1413-6538 VL - 30 PB - Associacao Brasileira de Pesquisadores em Educacao Especial AB - The main purpose of this study was to analyse the psychometric properties of the Chilean-Spanish version of the Attitudes towards Inclusion Scale (AIS), the Intention to Teach in Inclusive Classrooms Scale (ITICS), and the Teacher Efficacy for Inclusive Practices (TEIP) scale. The secondary objective was to establish whether the intention to teach in inclusive classrooms is influenced by attitudes and self-efficacy. Participants were 569 in-service teachers. The results indicated adequate reliability scores for the three instruments. The results of the exploratory factor analysis (EFA) of the AIS confirmed the existence of two factors. The ITICS was determined to be unidimensional. The factor structure of the TEIP scale differed substantially from that of the original scale, and two factorial solutions were determined to be the best fit for Chilean teachers. Self-efficacy for inclusive practices and attitudes towards inclusion had a positive effect on intention to implement inclusive practices. The implications of the findings for teacher education programmes are discussed. DO - 10.1590/1980-54702024V30E0101 UR - https://portalcientifico.uah.es/documentos/66efdedd03d44e1da2aa24e9 DP - Dialnet - Portal de la Investigación ER -