Abstract
Grounded in Bandura’s Social Cognitive Theory, this study examines the interrelationships among pre-service teachers’ attitudes toward inclusion, Social and Emotional Learning (SEL), and perceived teaching self-efficacy. Specifically, it explores (a) the association between inclusion-related attitudes and self-efficacy, (b) the relationship of key SEL dimensions—comfort, commitment, and perceived school culture—with inclusion attitudes and self-efficacy, and (c) the mediating role of SEL. A cross-sectional quantitative design was employed with 311 pre-service teachers from the University of Thessaly, Greece, who completed standardized measures assessing inclusion beliefs, SEL, and self-efficacy. Results indicated that positive attitudes toward inclusion were significantly associated with higher self-efficacy. Importantly, comfort with teaching SEL fully mediated this relationship. These findings highlight the need to systematically integrate SEL training into teacher education programs, as it enhances future educators’ confidence in inclusive practices. Implications are discussed for teacher preparation and education policy aiming to promote equity, inclusive pedagogy, and evidence-based strategies in diverse classrooms.