‘The hardest part is…’: Teacher self-efficacy and inclusive practice

Abstract

This study examined 41 elementary teachers' understanding of inclusive education, and their perceptions of their own inclusive practices in Australia. More specifically, the study examined teachers’ understanding, strengths, and weaknesses in teaching inclusively, and their level of belief in their teaching capabilities. Findings indicate that regardless of their belief in their capabilities, teachers hold similar understandings. However, differences were seen when reflecting on their strengths and weaknesses around inclusion. Most notably, teachers with higher beliefs in their capabilities reported strengths in trying new approaches to create an inclusive experience for all and reported actively working to improve in their areas of identified weaknesses.