Preschool teachers’ attitudes towards inclusive education in China: latent profiles and predictors

Understanding variation in preschool teachers’ attitudes towards inclusion is important. Using the Teacher Attitudes towards Inclusive Education Scale, this study examined Chinese preschool teachers’ cognitive, affective, and behavioural attitudes towards inclusive education. Survey data were collected from 611 preschool teachers recruited through kindergarten and professional networks across five Chinese regions; 98.20% were female, and 50.41% had fewer than five years of teaching experience. Latent profile analysis identified three profiles of teachers’ attitudes towards inclusive education: an Alienated Profile (11.95%), an Affective–Behavioural Integrated Profile (33.55%), and an Affective–Behavioural Discrepant Profile (54.50%). The three profiles showed distinct patterns across the three ATIE dimensions: the Alienated Profile scored consistently low; the Affective–Behavioural Integrated Profile had the highest cognitive and behavioural scores; and the Affective–Behavioural Discrepant Profile had the highest affective but lowest behavioural score. Education level, relevant coursework, in–service training, and experience teaching children with special needs were associated with profile membership. Perceived affective, leadership, and instrumental support were associated with the Affective–Behavioural Discrepant Profile, whereas colleague support was associated with the Affective–Behavioural Integrated Profile. The findings highlight heterogeneity in preschool teachers’ attitudes and the relevance of practice–based preparation and school support.