From Certainty to Doubts?: Self-Efficacy of Preschool, Primary and Secondary School Teachers in Inclusive Education

Abstract

Research yields inconsistent findings regarding predictors of teacher self-efficacy (TSE) in inclusive education (IE). Following Bandura's theory, this cross-sectional study analysed predictors of TSE in IE among 3013 teachers from Czech preschool, primary, and secondary schools, where such research is absent. TSE was measured using the Czech-validated Teacher Efficacy for Inclusive Practices scale. Regression analysis tested associations between TSE and gender, school type, and teachers' professional characteristics (length of teaching experience, special education qualifications, support staff experience, perceived IE readiness—retrospective evaluation of how Czech post-IE-reform experience contributed to readiness), including school type interactions. Results revealed descending TSE levels from preschool through secondary schools. Perceived IE readiness was the strongest predictor, particularly for secondary teachers. Special education qualifications were associated with TSE in primary schools, while length of teaching experience showed positive associations across school types. Gender and support staff experience were nonsignificant. Interactions highlight school type-specific professional development needs.