Inclusive education is a major challenge for educational systems. In order to better understand the background to teachers’ attitudes toward inclusive education and given that personal values underlie and support attitudes, this research seeks to investigate the link between these two constructs. We tested this relationship in two pre-registered studies in which 326 (Study 1) and 527 teachers (Study 2) completed scales on attitudes, values (Studies 1 and 2), and social desirability (Study 2). Our statistical analyses partially support our hypotheses. Thus, self-transcendence and openness to change were positively related to teachers’ attitudes toward inclusive education (Studies 1 and 2), while results regarding self-enhancement were mixed (i.e., related in Study 1 but not in Study 2). Conservation values were not related to teachers’ attitudes toward inclusive education. Although these results require further development, notably regarding causality, they provide a new framework for understanding teachers’ attitudes and open up new perspectives for training teacher in order to enhance the implementation of inclusive school policies.

全纳教育是教育系统面临的重大挑战。为了更好地了解教师对全纳教育态度的背景，并鉴于个人价值观是态度的基础和支持，本研究试图调查这两种结构之间的联系。我们在两项预先注册的研究中测试了这种关系，其中 326 名（研究 1）和 527 名教师（研究 2）完成了态度、价值观（研究 1 和 2）和社会期望（研究 2）的量表。我们的统计分析部分支持我们的假设。因此，自我超越和对变革的开放与教师对全纳教育的态度呈正相关（研究 1 和 2），而关于自我提升的结果则喜忧参半（即，在研究 1 中相关，但在研究 2 中不相关）。保护价值观与教师对全纳教育的态度无关。尽管这些结果需要进一步发展，特别是在因果关系方面，但它们为理解教师的态度提供了一个新的框架，并为培训教师开辟了新的视角，以加强包容性学校政策的实施。