Abstract
This study aimed to investigate how individual experiences and contextual aspects at the school and country level are associated with teacher intercultural self-efficacy. We drew on the Teaching and Learning International Survey 2018 (TALIS) data from 91,768 teachers, 11,523 schools, and 46 countries, as well as MIPEX (Migrant Integration Policy Index) indicators. Multilevel models revealed that intercultural professional development, teacher mobility, and multicultural school climate were positively related to teacher intercultural self-efficacy. Country multicultural education policy was not robustly associated with teacher intercultural self-efficacy. The findings highlight the need to consider individual and contextual aspects when examining teacher intercultural self-efficacy.
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