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Teachers play a critical role in the implementation of inclusive education in their schools. In this paper, we report on a study that investigated teacher perceptions of their capabilities to implement effective inclusive practices in their classrooms at an urban, primary (elementary) school in south-east Queensland, Australia. Participating teachers ( n  = 48) responded to an online survey that contained two open-ended questions that focused on understandings and beliefs about inclusive practices, together with the Teacher Efficacy for Inclusive Practices (TEIP) scale Sharma, Loreman, and Forlin [2012. “Measuring Teacher Efficacy to Implement Inclusive Practices.”  Journal of Research in Special Educational Needs  12 (1): 12–21]. Responses to the open-ended questions revealed that teachers were positively disposed towards the enactment of inclusive practices in their school. Teachers also reported high levels of efficacy across items on the TEIP scale, indicating that they were mainly confident in implementing inclusive practices in their classrooms. They showed highest levels of uncertainty for items related to involving parents in school activities and informing others about inclusion legislation and policies. Implications for targeted teacher professional learning at school and systemic levels are outlined.

Measuring teacher efficacy to build capacity for implementing inclusive practices in an Australian primary school