Andrews, JacHoey, Felecia2016-09-022016-09-0220162016http://hdl.handle.net/11023/3253To prepare teachers for work in inclusive classrooms, it is important to develop an understanding of factors contributing to teachers’ success. Two such factors are teachers’ attitudes and self-efficacy towards inclusion. Currently, there is debate regarding demographic influences, limited examination of program influences, and little research analyzing Western Canadian contexts, for both factors. The purpose of this study is to address these empirical gaps by investigating demographic and program variables regarding Western Canadian pre-service teachers’ reported attitudes and self-efficacy. Findings revealed more positive attitudes related to higher levels of self-efficacy. First year students were more positive than second year students, and those with a bachelor’s degree had more positive attitudes than those who had only completed secondary school. Pre-service teachers’ positive attitudes also correlated with positive views about their courses and their B.Ed. program. Findings are discussed regarding implications, followed by strengths and limitations with suggestions for future research.engUniversity of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.EducationEducational PsychologyEducation--Teacher TrainingEducation--Tests and MeasurementsEducationInclusionInclusive EducationTeacher TrainingattitudesSelf-efficacymaster thesis10.11575/PRISM/26149