Abstract
This study aims at investigating early childhood inclusive teachers' views on the main components of professional competence. 190 questionnaires were collected. The result indicates that: 1. The main components of professional competence includes: the concept of inclusion, curriculum and instruction, environment and class management, working with parents, working with other professionals. 2. Major variables predicting the importance of professional knowledge competence are: school locations, disability types, teaching experience in ordinary classes and number of credits in special education. 3. Teachers views on the importance of professional competencies are significantly different among different disability types, teaching experience in ordinary classes, teaching experience in inclusive classes, and number of credits in special education. Based upon the findings, the implications for teacher training program and research were discussed.