Do Pre-Service Teachers Feel Ready to Teach in Inclusive Classrooms? A Four Country Study of Teaching Self-Efficacy.

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Greek Teachers’ Attitudes toward the Inclusion of Students with Special Educational Needs (2014, result): “The level of perceived self-efficacy was higher for all the inclusive education factors: physical disabilities, behavior problems, social difficulties, academic difficulties, compared to teachers’ attitudes toward inclusion of special educational needs students, a finding that corresponds with the r”
Correlation between attitudes, concerns, self‐efficacy and teaching intentions in inclusive education evidence from German pre‐service teachers using international scales (2018, background): “Loreman, Sharma, and Forlin (2013) verified the three subscales with a principal components analysis.”
Attitudes and self-efficacy of physical education teachers toward inclusion of children with disabilities: a narrative review of international literature (2019, background): “As has been established for general (nonPE) teachers (Loreman, Sharma, and Forlin 2013), perspectives may differ across Eastern compared to Western cultures.”
Teacher efficacy predicts teachers’ attitudes towards inclusion – a longitudinal cross-lagged analysis (2020, background): “The construct of teacher self-efficacy has been studied intensively in recent decades (Malinen et al. 2013; Loreman, Sharma, and Forlin 2013; Yada et al. 2019).”