‘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.

KEYWORDS:

• Inclusion
• disability
• teacher concerns
• teacher self-efficacy
• secondary school

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes on contributors

Pearl Subban is a lecturer in the Faculty of Education.

Penny Round is a lecturer in the Faculty of Education.

Umesh Sharma is an Academic Head in the Faculty of Education.