This research aimed to understand the level of teacher attitudes in the regular school system, compared to the national inclusive education proposal of educational institutions at the Francisco Ignacio Castillero School in the province of Los Santos.
The study was descriptive and comparative, with a mixed approach (quantitative and qualitative), which allowed for a more comprehensive view of the reality under investigation by combining numerical data measurement with an interpretative analysis of teachers' perceptions. A non-experimental, transactional research design was used, as the aim was to describe and analyze the situation at a specific point in time without manipulating variables.The sample consisted of 48 teachers selected from the regular school system, who provided valuable information for understanding the level of willingness and openness toward inclusive education. The teacher attitude scale proposed by Vásquez (2017) was used as the instrument. It measures three fundamental dimensions: affective, cognitive, and behavioral, thus offering a detailed overview of how attitudes manifest themselves at different levels.The results obtained showed average levels of attitude among teachers in the regular school system at the Francisco Ignacio Castillero institution. This means that, while there is an openness toward inclusive education, emotional, knowledge, and pedagogical practice aspects still need to be strengthened for the implementation of inclusion to be more affective. Given these results, it is important to consider the three aforementioned dimensions together, since a positive attitude toward inclusive education depends not only on the teacher's emotional disposition but also on their theoretical knowledge and the pedagogical strategies they are able to apply in the classroom. This reinforces the need to promote training and spaces for reflection that allow for the consolidation of an inclusive school culture.
