Abstract
Inclusive education (IE) is increasingly recognized as a key priority in modern educational systems; however, in Kazakhstan, there is limited evidence on the factors influencing teachers’ attitudes and readiness to implement it. This study explores public school teachers’ attitudes toward inclusive education (TATIE) and examines how personal, professional, and institutional factors affect these attitudes. A survey of 638 teachers from Almaty schools was conducted using a validated instrument, and correlation and regression analyses were employed to identify significant predictors. The results indicate that gender, teaching experience (TE), frequency of contact with students with disabilities (SWD), perceived school support, and participation in specialized training significantly influence teachers’ attitudes. Positive attitudes were particularly associated with direct professional experience and strong institutional support, highlighting the importance of targeted professional development and school-level measures. This study contributes to the literature by providing a comprehensive quantitative analysis specific to the Kazakhstani context and offers practical insights to guide policy and enhance the effective implementation of inclusive practices, ultimately improving the quality of education for students with special educational needs.