Exploring variables related to teachers' self-efficacy in inclusive education: A network meta-analysis approach

IF 2.6 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Development Pub Date : 2026-01-01 Epub Date: 2025-12-04 DOI:10.1016/j.ijedudev.2025.103461

Martina Giorgi, Mariateresa Loverre, Federica Stefanelli, Fabio Lucidi, Guido Benvenuto, Andrea Chirico

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引用次数: 0

Abstract

Inclusive education requires teachers to feel confident in addressing student diversity, yet their self-efficacy can vary based on several psychological factors. This study aimed to identify the key variables associated with teachers’ self-efficacy for inclusive practices, modeling their interrelations through a Bayesian network meta-analysis. A systematic review of 128 studies involving 50,878 teachers was conducted, and 399 correlations were synthesized. The analysis revealed that social modeling, behavioral practices, and intentions to act inclusively were most strongly associated with self-efficacy, while concerns and resource limitations showed weak or negligible links. The Bayesian framework enabled the ranking of variables based on their strength of association with psychological variables. Findings highlight the importance of peer learning, intentional inclusive behavior, and structured experiences in fostering teachers’ self-efficacy. These results offer evidence-based directions for enhancing inclusive education through teacher training, collaboration, and policy support.

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全纳教育中教师自我效能感的相关变量探讨：网络元分析方法

全纳教育要求教师在处理学生多样性问题时充满信心，然而他们的自我效能感会因几个心理因素而有所不同。本研究旨在确定影响教师包容性实践自我效能感的关键变量，并通过贝叶斯网络元分析对其相互关系进行建模。对涉及50,878名教师的128项研究进行了系统回顾，并综合了399种相关性。分析显示，社会模式、行为实践和包容性行动的意图与自我效能感的关系最为密切，而关注和资源限制的联系则很弱或可以忽略不计。贝叶斯框架能够根据变量与心理变量的关联强度对变量进行排序。研究结果强调了同伴学习、有意包容行为和结构化体验在培养教师自我效能感方面的重要性。这些结果为通过教师培训、合作和政策支持加强全纳教育提供了循证指导。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

International Journal of Educational Development EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

4.20

自引率

12.00%

发文量

106

审稿时长

40 days

期刊介绍： The purpose of the International Journal of Educational Development is to foster critical debate about the role that education plays in development. IJED seeks both to develop new theoretical insights into the education-development relationship and new understandings of the extent and nature of educational change in diverse settings. It stresses the importance of understanding the interplay of local, national, regional and global contexts and dynamics in shaping education and development. Orthodox notions of development as being about growth, industrialisation or poverty reduction are increasingly questioned. There are competing accounts that stress the human dimensions of development.