‘I can because I think I can': an investigation into Victorian secondary school teacher’s self-efficacy beliefs regarding the inclusion of students with disabilities

Abstract

The self-efficacy beliefs of teachers often influence their readiness, motivation and ability to adopt inclusive teaching practices in their classrooms. This study drew on the responses of 158 educators employed at secondary schools throughout Victoria, Australia, in order to quantify and explain their beliefs regarding their efficaciousness in relation to inclusive education. Research sometimes reflects the view that secondary school teachers are somewhat resistant to implement inclusive practices, however, the data gleaned from this study pointed to specific demographic variables which impact on self-efficacy beliefs in the current context.