Impact of demographic variables and school support on teacher efficacy in inclusive classrooms in Bangladesh

Inclusive education reform strategy is currently a hot topic on the educational discourse agenda, worldwide. Successful implementation of effective inclusive education depends on many factors, of which teacher efficacy is one of the most significant. This study was undertaken in Bangladesh with data gathered from 708 primary school teachers to identify variables that influence the efficacy of inclusive teaching in classrooms. The variables found to be significant predictors of such efficacy were: teachers' acquaintance with a person with a disability outside the classroom; contact with a student with a disability in the classroom; past success in teaching a student with a disability; and, perceived school support. This paper discusses the results of this study, identifying key implications and areas for further research.