Factors influencing teacher self-efficacy for inclusive education: A systematic literature review

Research illustrates that self-efficacy beliefs related to inclusive education impact teaching practices and could positively impact on students. This study explores how teacher self-efficacy has been measured and the factors that influence the perceived self-efficacy of teachers within inclusive schools. A systematic search for literature examining teacher self-efficacy for inclusive education practices yielded 71 studies for review. Analysis revealed that teaching experience and teaching context impacted selfefficacy. Knowledge of inclusive education policies elevated the self-efficacy beliefs of teachers. Confidence in teaching in inclusive classrooms, pre-service teacher education, professional learning and experiential contact with people with disability were also influential. (C) 2022 Elsevier Ltd. All rights reserved.

Automated summary

Research shows that self-efficacy beliefs related to inclusive education have a positive impact on teaching practices and students. This study examines how teacher self-efficacy has been measured and the factors influencing the perceived self-efficacy of teachers in inclusive schools. A systematic literature search identified 71 studies on teacher self-efficacy in inclusive education practices. Analysis finds that teaching experience, teaching context, knowledge of inclusive education policies, confidence in teaching in inclusive classrooms, pre-service teacher education, professional learning, and experiential contact with people with disability all play influential roles in teacher self-efficacy.