Preschool teachers play a critical role in implementing inclusive education for autistic children. However, their readiness to provide appropriate educational support remains a concern. This study examined preschool teachers’ knowledge of autism, attitudes and self-efficacy towards inclusive education, and acceptance of the proposed elements of a teacher-mediated Quran memorisation for autistic preschoolers (Q-MAP) pedagogical module. Quantitative surveys were conducted in both the pilot and main studies. The pilot study, involving 21 teachers, evaluated the questionnaire’s preliminary construct structure. Exploratory factor analysis supported the retention of all 36 items, with factor loadings exceeding 0.60 and Cronbach’s alpha coefficients ranging from 0.734 to 0.955, indicating satisfactory to excellent internal consistency. The main study involved 150 preschool teachers from two states in Malaysia. Findings indicated moderate levels of knowledge (41.5%) and self-efficacy (M = 3.29, SD = 0.72), but generally favourable attitudes towards inclusive education (M = 3.55, SD = 0.79) and a high level of acceptance of the proposed Q-MAP pedagogical elements (M = 3.77, SD = 0.84). The study concurrently assessed multiple dimensions of preschool teachers’ readiness alongside their acceptance of the proposed Q-MAP pedagogical elements. These findings provide empirical evidence for the needs-analysis phase and a distinctive basis for informing the subsequent development of the teacher-mediated Q-MAP training module.
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