How do attitudes and self-efficacy predict teachers’ intentions to use inclusive practices? A cross-national comparison between Canada, Germany, Greece, Italy, and Switzerland

Inclusive education is a key goal of modern educational reforms, yet its implementation is complex. This study examines the roles of teacher attitudes and self-efficacy in predicting their intentions to use inclusive practices across five western countries: Canada, Germany, Greece, Italy, and Switzerland. The study identified both significant differences and commonalities in prediction patterns across these countries. For instance, beliefs about inclusion varied in their significance, being the most influential predictor among Italian teachers, while managing challenging behaviour was a key predictor for Swiss teachers only. For the other predictors, no significant differences were found, and self-efficacy in collaboration was the strongest predictor nominally. The study suggests that, while aspects such as collaboration seem generally important across countries, effective strategies for promoting inclusive education may also need to be tailored to each country’s unique context, considering aspects of historical background of inclusive education, teacher training, and support. It also emphasizes the need to consider domain-specific aspects of teacher self-efficacy, as different facets differently affect teachers’ intentions.