Abstract
Four-hundred-and-fifty-one in-service teachers from the Beijing municipality filled in a questionnaire containing a Teacher Efficacy for Inclusive Practices (TEIP) scale. The aim was to examine the factor structure of the TEIP scale among mainland Chinese in-service teachers, and to investigate the relationship between self-efficacy for inclusive practices, respondents' background factors and attitude towards inclusive education. The TEIP scale and its three sub-scales had good reliability. Confirmatory factor analysis gave support to a structure of three self-efficacy factors, efficacy in using inclusive instructions, efficacy in collaboration, and efficacy in managing behaviour.
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