Applying the ‘theory of planned behaviour’ to teachers’ actions in the classroom, it can be assumed that teachers’ positive attitudes towards inclusive education and high self‐efficacy beliefs result in an increased use of inclusive teaching practices. However, scientific evidence for this assumption is lacking. This study aimed to investigate factors influencing teachers’ use of inclusive teaching practices. In total, 221 (188 female and 33 male) Austrian in‐service teachers participated. Participants filled out the attitudes towards inclusion scale (AIS), the Teacher Efficacy for Inclusive Practices Scale (TEIP) and the teacher version of the Inclusive Teaching Practices Scale (ITPS‐T). Results showed that teachers had high self‐perceptions towards their use of inclusive teaching practices; compared with secondary school, primary school teachers reported using more inclusive teaching practices; there was no difference between expert and novice teachers; teachers’ attitudes and self‐efficacy were associated with inclusive teaching practices; and self‐efficacy predicted teachers’ use of inclusive teaching practices.

This study examined teachers’ self-efficacy to teach in inclusive classrooms. The study implemented a quantitative descriptive design. Analyses were conducted using three stages: Cronbach’s alpha, descriptive statistics, and multivariate analysis of variance. The findings indicated that teachers had a good level of confidence in their ability to work in inclusive settings. However, the teachers expressed concerns regarding some abilities that are required in inclusive settings. The teachers expressed less confidence in abilities such as involving families in school activities, raising awareness regarding laws and policies related to the inclusion of students with disabilities, and dealing with physically aggressive students. Nevertheless, the teachers were confident regarding many of the abilities required for teaching in inclusive classrooms. For example, they felt confident in their ability to get children to follow classroom rules, make parents feel comfortable about coming to school, and provide alternate explanations for students.

This study aimed to determine the predictors for Saudi Arabian teachers' self-efficacy to work in inclusive education. Five independent variables were tested in this study: attitudes toward inclusive education, participants' educational major, having relative with disability, working with students with disability and gender. Further, predictors of teachers' attitudes toward inclusive education were examined. The sample was 185 elementary-school teachers in Saudi Arabia. The Arabic version of the Teacher Efficacy for Inclusive Practices scale was used to measure self-efficacy. To assess attitudes toward inclusion an Arabic version of the Sentiments, Attitudes, and Concerns about Inclusive Education Revised subscale was used. Results showed teacher attitude toward inclusion are strongly linked with teachers' self-efficacy to work in inclusive classrooms. Further, participants with a relative with a disability showed more positive attitudes for inclusive education. Levels of self-efficacy were unaffected by gender, having a special education degree, or having a relative with a disability. In sum, this study highlighted the importance of teachers' attitudes toward inclusive education as a main predictor of teachers' self-efficacy.