The primary socializing agents have been found to play a key role in shaping teachers' attitudes. In the realm of inclusive education (IE), one of the most extensively researched themes is teachers' attitudes regarding inclusion. Contrary to a plethora of attitudinal studies that are solely concentrating on describing teacher attitudes, the present study sought to investigate the perceived social support (PSS) perceptions of pre‐service special education teachers in terms of their attitudes towards inclusive education and their self‐efficacy beliefs (TSE). The population of this correlational research design study consists of 525 pre‐service special education teachers from six different colleges of education in Egypt's northern, central and southern big cities. Using a correlation technique and structural equation modeling (SEM) analysis, the research data were analysed. The findings revealed that the PSS scales' sub‐dimensions indicate having a significant and positive relationship with TSE as well as attitudes towards IE. In addition, research revealed that pre‐service special education teachers' PSS significantly predicted their TSE beliefs and attitudes towards IE. The study's findings reflect crucial implications for teacher education policymakers in addressing pre‐service teachers' needs of professional learning programmes that should include a career development stage targeted at generating socially supportive role models.

中文翻译：

---

社会支持对埃及职前特殊教育教师全纳教育态度和自我效能的影响

研究发现，主要社交媒介在塑造教师态度方面发挥着关键作用。在全纳教育（IE）领域，最广泛研究的主题之一是教师对全纳的态度。与大量仅关注描述教师态度的态度研究相反，本研究旨在调查职前特殊教育教师对全纳教育的态度和自我效能感的感知社会支持（PSS）认知。信念（TSE）。这项相关研究设计的研究对象包括来自埃及北部、中部和南部大城市六所不同教育学院的 525 名职前特殊教育教师。使用相关技术和结构方程模型（SEM）分析，对研究数据进行了分析。研究结果显示，PSS 量表的子维度表明与 TSE 以及对 IE 的态度存在显着且正相关的关系。此外，研究表明，职前特殊教育教师的 PSS 显着预测了他们对 IE 的 TSE 信念和态度。该研究的结果反映了对教师教育政策制定者在满足职前教师对专业学习计划的需求方面的重要影响，其中应包括旨在产生社会支持性榜样的职业发展阶段。