Background. The Regulation of the Minister of National Education (Permendiknas) of the Republic of Indonesia, number 70/2009 affirms that special needs students have the opportunity to attend regular school education. This program is known as ‘inclusive education’. As a new system for education in Indonesia, precisely the implementation regarding inclusive education indicates not easy. There are several challenges in particular implementation. One of the challenges in inclusive education comes from teachers teaching in schools. The success and quality of inclusive education cannot be secluded from the teacher's role in supporting inclusive education. What contributes to the success of inclusive education is the teacher's attitude toward inclusive education. Teachers' attitudes toward inclusive schools is a tendency to respond to cognitive, affective, and behavior to inclusive education. There are several factors that affect teacher's attitudes towards inclusive education, such as demographic factors, like gender, teaching experience, age, the contact with individuals with special needs, hardness of children, training and self-efficacy. Various factors, there is a factor from the teacher who is considered to have an important influence related to the teacher's attitude towards inclusive education, that is self-efficacy.

Teacher self-efficacy in teaching was the best predictor of teacher attitudes toward inclusive education. In the context of education, teacher’s self-efficacy is concerned with how much effort the teacher has in teaching and the persistence shown in dealing with challenging tasks. Accompanying the improvement of the inclusive education, the concept of self-efficacy of teachers also participated in the development. Therefore, the experts developed the concept of self-efficacy in accordance including the context of inclusive education. Self-efficacy of teachers in inclusive education is a belief that teachers keep with regard to their ability to modify instruction to fit student needs, to prevent and control disruptive student behavior in the classroom, and to work with colleagues or parents to provide learning to all students. The teacher’s self-efficacy in inclusive schools consists of three dimension: the efficacy to use inclusive instruction, efficacy in collaboration, and efficacy in managing behavior.

Methods. The purpose of this study is to see how much influence of the teacher's self-efficacy towards attitudes of preschools teachers in inclusive settings. The hypothesis of this study is, there is a significant influence of teachers self-efficacy in teaching on teacher attitudes in the inclusive preschool. The research participants as many as 250 teachers who teach in the inclusive preschool. Sampling technique in this research uses accidental sampling. The instrument applied in this research is Multidimensional Attitudes Towards Inclusive Education (MATIES) questionnaire constructed by Mahat. This questionnaire has been created in the Bahasa version of MATIES-VI and has been adapted by Kurniawati. This measuring instrument is a self-report questionnaire and measures three dimensions of attitudes that are cognitive, affective and behavioral. The reliability of each dimension on this gauge is ..707 (cognitive dimension), .778 (affective dimension), and .849 (behavioral dimension). Item of this measuring instrument amounted to 18 items, each dimension consists of 6 items. The measurement scale of the questionnaire consists of 6- Point Likert scale type with the scale ranging from 1 which confers ("Strongly Disagree") to 6 ("Strongly Agree"). While the Teacher’s Self-Efficacy was measured using a Teachers Efficacy for Inclusive Practice (TEIP) questioner consisting of 18 items with 4 Point Likert type, 1 (“Very Unsuitable”) to 4 (“Very Suitable”).  This questionnaire has been created in the Bahasa version and has been adapted by Kurniawati, with reliability coefficient of 0.939. The data obtained were then analyzed quantitatively by using regression analysis test.

Results. Data collection is still ongoing.

Conclusion. This study is still ongoing.

Added-Values. Through this study, the inclusive preschool can know the teacher's attitude and teacher’s self-efficacy towards the student with special needs, for improving the quality of educator resources, further is expected to contribute to successful implementation of inclusive education.