Teacher self-efficacy and inclusive education practices: Rethinking teachers’ engagement with inclusive practices

This paper examined the relationship between 41 primary teachers' self-efficacy and inclusive education practices across New South Wales, Australia. Thematic analysis was employed to examine and probe the qualitative data. Findings reveal that while teachers with high and low efficacy had similar conceptual understanding about inclusive education, their teaching practices differed. Informing teachers about what inclusive education is may only have limited impact on teachers’ actual inclusive education practices. More support in how teachers can apply the concept of inclusive education to practice may be needed so that their beliefs in their capabilities to teach inclusively are fostered and bolstered.