“We're all in it together”: School principals' perspectives about the collective efficacy of their staff for inclusive education practices

This study explored the perspectives of school principals from six Australian schools about what contributed to enhancing the collective efficacy of their staff to deliver inclusive practices. The data were collected using semi-structured interviews. A reflexive thematic analysis guided the qualitative enquiry. The study generated three themes regarding what principals believed enhanced the collective efficacy of their staff for inclusive education. Firstly, stakeholder collaboration, including effective teamwork among staff, students, their families, and leadership support, was established. Secondly, inclusion coherence was achieved through developing a collective vision for inclusion, effective communication, and professional learning. Thirdly, resourcing inclusion which involved the allocation of time for staff to develop and deliver inclusive practices, the provision of enough staff to support inclusion across various roles within the school, systemic supports, and inclusive facilities.