Self-efficacy of teachers in inclusive classes. How do teachers with different self-efficacy beliefs differ in implementing inclusion?

The present study considered different teacher groups in German inclusive primary and secondary schools (n = 471 teachers in 49 schools) regarding their self-efficacy in the implementation of inclusive education. Through hierarchical cluster analysis, four teacher groups were identified using a multidimensional measuring instrument with the self-efficacy dimensions of inclusive curriculum development, inclusive classroom management and inclusive cooperation. The groups were compared to determine the extent to which teachers appraised the implementation of inclusive education. Teachers with the most positive self-efficacy appraised the implementation of inclusion to the greatest extent. Teachers with lower self-efficacy contributed less to the implementation of inclusion. Moreover, teachers estimated different subscales of self-efficacy differently; one teacher group showed concurrently a higher self-efficacy regarding inclusive curriculum development and a lower self-efficacy regarding inclusive collaboration. In addition, the appraisal of the subscales of self-efficacy and the implemented demands of inclusion do not 'run in parallel' as the cluster with the highest self-efficacy in inclusive collaboration estimated the implementation of collaboration to the lowest extent. Therefore, implications should consider teachers' differentiated appraisal of the dimensions of both self-efficacy and inclusive work. Tailor-made implications are expedient. Future research must focus on the gap between estimated self-efficacy and the actual performance.