Inclusive attitudes are considered an important predictor of the quality of educational inclusion. Child-related, teacher-related, and environment-related factors were measured over time in connection with teachers’ positive inclusive attitudes. This study aimed to contribute with insights from Romania to the comprehensive understanding of the attitudinal dimensions of inclusive education and the factors that predict it. A quantitative, non-experimental, correlational research design was undertaken in September–October 2022 to determine the factors that can significantly predict the dimensions of inclusive attitudes. A convenience sample of 1040 Romanian teachers participated in the study. The MATIES scale was used to measure the dimensions of inclusive attitudes: cognitive, affective, and behavioral. The results showed that there are a number of universally known factors that have been found to predict inclusive attitudes, like the school environment, close relationships with people with disabilities, and training in special education. Their predictive power is relatively low, ranging between 2% and 9%, suggesting the presence of unexplored influential variables and emphasizing the need for future studies to consider additional factors. The specific and significant factor for Romanian culture was found to be the need for training in special education. The data can be informative for curriculum designers, training providers, and policymakers, signaling the need for comprehensive training in special education in the initial and continuous training of all teachers.

Inclusive Education (IE), thirty years after the Salamanca Declaration (1994), is still a challenge that requires evidence-based solutions. In Romania, Inclusive Education focuses mainly on integrating students with special educational needs (SEN) into mainstream schools. However, full inclusion has not yet been achieved. Teachers and educational managers are essential in successfully implementing IE in schools. The present study aims to investigate the factors that significantly predict differences between the perceptions of teachers and academic managers regarding IE implementation in Romanian schools. A quantitative, non-experimental, cross-sectional, comparative, and correlational design was used for research. One thousand thirty-five participants, including 123 educational managers (inspectors and principals), responded to the Romanian culturally adapted 4th edition of the Index for Inclusion. The results showed that principals perceive schools as more inclusive than teachers. The factors that predict these differences are those related to policies, cultures and practices rather than age, seniority, gender, and environment. A distinct age-related factor concerning inclusive school policies was identified only in the case of younger principals.