Conference Program

Teacher Self-Efficacy (TSE), defined as teachers’ beliefs in their capability to positively influence student learning and behavior even under challenging conditions (Tschannen-Moran & Woolfolk Hoy, 2001), represents a crucial indicator of professional quality (Cardarello et al., 2017). The significant body of research has shown that teachers with high levels of TSE are characterizes by openness to pedagogical innovation (Sharma et al., 2012) and professional resiliency in dealing with the complexities of contemporary school environments (Skaalvik & Skaalvik, 2007). The concept of TSE in particularly pertinent in the context of inclusive education. In fact, teachers with a strong sense of efficacy in dealing with diversity among students are likley to display more positive attitudes toward inclusion education and to engage in more equitable and student-centered educational practices (Forlin et al., 2011; Sharma et al., 2012; Aiello et al., 2017; Pintus et al., 2021).

Recent research also highlights the relevance of teachers’ professional learning in developing their sense of efficacy in inclusive education settings. In addition, a systematic review carried out by Wray et al. (2022) also confirms that targeted training and direct experience are key predictors of TSE in inclusive contexts, highlighting the role of peer collaboration and mentoring in developing theoretical knowledge that is effectively applied to professional practice. Given the complexity of contemporary educational environments, research approaches that also consider quantitative data and a deeper analysis of teachers’ perceptions and professional meanings appear particularly valuable.

This exploratory study investigates the dimensions that support an inclusive teaching perspective by analyzing the relationship between perceived teaching efficacy and attitudes toward inclusion through an integrated methodological approach. The sample consists of pre-service teachers enrolled in the specialization course for support teaching (n = 136) and in-service teachers who obtained the specialization within the last five years (n = 20).The quantitative phase employs the Teacher Sense of Efficacy Scale (TSES), in the version validated for the Italian context (Cardarello et al., 2017; Pintus et al., 2021), focusing on teachers’ perceived efficacy in implementing inclusive and innovative instructional strategies. In parallel, the Scale of Attitudes toward Collective Inclusion (SACI) (Castellana et al., 2023; Castellana De Vincenzo, 2025) is administered. This instrument was selected for its alignment with the Profile of Inclusive Teachers (European Agency, 2012) and for its attention to affective and behavioral components related to inclusive practices.

To deepen the interpretation of these aspects, the study also incorporates open-ended questions and focus groups aimed at exploring processes of interprofessional scaffolding and uncovering latent dimensions related to inclusive professional identity (Maienza, 2020; Valenza et al., 2025).

Preliminary findings confirm the influence of training experiences on teachers’ sense of efficacy and describe the attitudes toward inclusion expressed by pre-service teachers in relation to their perceived ability to implement student-centered strategies. Qualitative results highlight empathy and interprofessional collaboration as key components of inclusive educational practice. These findings contribute to informing the development of teacher education pathways aimed at fostering a transformative form of inclusive professional agency.