Measuring teachers’ competency in inclusive education: Longitudinal Insights from the Diverse Danish Primary School Project

Research topic/aim:
This paper presents findings from a longitudinal follow-up study (2023–2025) of the regional project Den Mangfoldige Folkeskole in Northern Denmark. The study investigates how teachers’ and pedagogues’ attitudes toward inclusion, related concerns, and perceived self-efficacy in inclusive practices have developed over time and whether participation in action learning programs is associated with these changes.
Theoretical framework:
The analysis draws on Bandura’s concept of self-efficacy, emphasizing its role in shaping teachers’ confidence to implement inclusive practices and persist in challenging contexts. Combined with international research on attitudes and concerns (Savolainen et al., 2020; Forlin et al., 2011), these constructs are considered key drivers for translating inclusive policy into classroom practice.
Methodology/research design:
Data were collected through three waves of a standardized survey (N ≈ 4,700 in 2025) using validated instruments: SACIE-R (Sentiments, Attitudes and Concerns about Inclusive Education) and TEIP (Teacher Efficacy for Inclusive Practices). Statistical analyses include longitudinal comparisons, subgroup analyses, and multi-variate regression modeling to assess differences between participants and non-participants in action learning programs.
Expected results/findings:
Results show a gradual increase in inclusive attitudes across the region, with significant gains for participants in action learning programs (mean difference SACIE Attitude: 2.825 vs. 2.736, p < .001). Self-efficacy scores remain high and stable overall but are significantly higher among participants for instructional adaptation and collaboration (TEIP EII and TEIP EC, p < .001). Concerns about workload and stress persist and show limited change, indicating structural challenges beyond individual competence. Effect sizes vary across municipalities, suggesting local cultural and organizational factors influence outcomes.
Relevance to Nordic educational research:
The study provides evidence on how large-scale professional development initiatives can impact teacher beliefs and perceived capacity for inclusion. It highlights the interplay between self-efficacy, attitudes, and systemic conditions, offering insights for Nordic efforts to strengthen inclusive education through sustained competence development.
Keywords: Inclusion, teacher attitudes, self-efficacy, quantitative study, professional development