Japanese in-service teachers' attitudes toward inclusive education and self-efficacy for inclusive practices

- Examined teachers' attitudes and self-efficacy related to inclusive education (IE).
- Japanese teachers had neutral attitudes toward IE but they had great concern.
- Japanese teachers' self-efficacy was low compared to that in other countries.
- Some dimensions of self-efficacy had relationships to attitudes.

Using a sample of 359 in-service teachers, this study examines Japanese teachers' attitudes toward inclusive education and their self-efficacy for inclusive practices. The results indicate that although teachers' sentiments toward disabilities were generally positive, the teachers had some concerns about implementing inclusive education in their classroom. The overall level of self-efficacy was relatively low in the Japanese sample compared to that of other countries, particularly in relation to managing problematic student behavior. Self-efficacy regarding managing behavior and collaboration was related to overall attitudes toward inclusive education. The findings can enable useful insights in developing pre-service and in-service teacher education.