القدرة التنبؤية للكفاءة الذاتية المدركة بالاتجاهات نحو ممارسات التعليم الدامج لدى المعلمين في مرحلة ما قبل الخدمة
The study aimed to explore the predictive capacity of self-perceived competence in pre-service teachers' attitudes towards inclusive education practices. The predictive descriptive approach was employed using the self-perceived competence scale and the attitudes towards inclusion of students with disabilities scale. The study sample consisted of 275 pre-service students in special education selected purposively from the field training students in the academic year 2021-2020. The overall results of the self-perceived competence scale indicated no statistically significant differences (α=0.05) among the sample participants regarding gender, educational level, training programs, interaction experience, cumulative GPA, and university. However, there was a significant effect of gender and university on the computational means of self-perceived competence dimensions. Lastly, the results revealed a statistically significant predictive relationship between self-perceived competence and attitudes towards inclusive education practices. The study recommended conducting further research to review pre-service teacher preparation programs and develop a set of quality training programs to enhance teachers' competencies in inclusive practices. (Published abstract)