The perceptions of pre and in-service teachers’ self-efficacy regarding inclusive practices: A systematised review

Abstract

This study fundamental purpose is to explore pre and in-service teachers’ perceptions of selfefficacy regarding inclusive practices, as assessed through employing the TEIP (Teacher Efficacy forInclusive Practices) scale. This study was conducted by means of a systematised review. As pre- and inservice teachers’ self-efficacy can influence the quality of inclusive education, the researcher investigatedstudies that have addressed this issue in-depth. Eight databases were searched during this study, and 24peer reviewed articles in which the TEIP scale was used, from 2012 to 2018, were selected for inclusion.The perceptions of pre- and in-service teachers’ self- efficacy towards inclusive education were examinedthrough using the TEIP scale’s three sub-dimensions. The results show that the perceptions of pre- andin-service teachers’ self-efficacy towards inclusive education are associated with teachers’ fieldexperience, age of teacher, level currently teaching, length of training, knowledge of local legislation,confidence in teaching significant interaction with disabled students, gender, level of education, differentcountries’ perspectives, attitude and subject major.