What are the inclusive teaching tasks that require the highest self-efficacy?

Inclusive teaching tasks have consistently been found challenging for teachers, but it is unclear how they are ranked in terms of the extent of self-efficacy required. This study aimed at deriving such a hierarchy. A survey was conducted on 107 primary school teachers in Hong Kong using the Teacher Efficacy for Inclusive Practices scale. A Rasch rating scale model was applied to empirically examine the hierarchical structure. Good person reliability (0.89) and model fit (MNSQ 0.6-1.4) were achieved. Managing physical aggression was found at the top of the hierarchy; this and other results could facilitate the identification of training needs.