Inclusive education and its relationship with the social, emotional and moral competencies of school teachers

Inclusive education is presented as the current commitment of the educational system, with vehement political, institutional, and legal conviction. But it is the teachers who develop this pedagogical approach in practice. Currently, there is a lack of studies analyzing the real situation of inclusive education in the non-university environment, from the perspective of the teachers. This research tries to know inclusive education in non-university education from the perspective of teachers, as well as the relationship with their socio-occupational characteristics and with their social, emotional, and moral competencies. A quantitative, descriptive, cross-sectional ex-post-facto study has been developed with 301 teachers at non-university educational stages (70.80% women, 27.90% men; M-age = 38.33, SD = 11.10): Early Childhood, Primary Education and Secondary Education. This study has been approached by survey research. The teachers show a high level of inclusive education, detecting significant differences according to their sex, age, years of experience in the teaching function, educational stage, experience with students with ethnic-cultural diversity, and experience with students with disabilities. Positive and significant relationship are also found between the inclusive education and the social, emotional, and moral competencies of teachers. These findings raise notable implications for educational policies, school practices, and teacher training.