Teachers’ selfefficacy and inclusive practices: a scoping review

Abstract

The contribution aims to identify which dimensions of teacher professionalism are highlighted in the literature as factors enhancing teachers’ perceptions of self-efficacy and collective efficacy, and to examine the correlation between these dimensions and the ability to implement inclusive practices in schools. A total of 42 articles were analyzed, the majority of which adopted quantitative methodologies, alongside a smaller yet equally significant number of qualitative and mixed-methods studies. The findings of the literature review emphasize the importance of collaboration and mentoring experiences within the school environment. Specific training in inclusive pedagogy, together with the support provided by the organizational and leadership components of schools, also emerges as a key factor in strengthening both individual teachers’ self-efficacy and perceived collective efficacy within the school system. Higher levels of specialized training, both pre-service and in-service, are associated with stronger perceptions of teacher self-efficacy and with positive outcomes in terms of classroom management and mastery of inclusive practices.