• Nilu Rani
• Dr. Anita Singh

The teacher’s self efficacy is the teacher’s belief regarding their capabilities to teach in an inclusive classroom (Sharma et al. 2012), while their attitude typically refer to their feelings, beliefs, and perceptions about the inclusion of children with diverse educational needs in mainstream classrooms. The aim of this study was to explore the relationship between teachers’ self-efficacy and attitude towards inclusive education. Using Teacher Efficacy for Inclusive Practices (TEIP) scale and Teachers Attitude Toward Inclusive Education (TASTIE) scale, the data were drawn from 480 government school teachers, which were randomly selected from four districts of Bilaspur Division namely Jangir- Champa, Mungeli, Bilaspur and Raigarh. The findings of the study highlighted that majority of government upper primary and secondary school teachers possesses average to above-average level of self-efficacy and they have a moderate level of attitude towards inclusive education. The study further revealed a significant positive correlation between teachers’ self-efficacy and attitudes towards inclusive education.

Inclusive Education, Self-Efficacy, Attitude

"THE RELATIONSHIP BETWEEN TEACHERS SELF-EFFICACY AND ATTITUDE TOWARDS INCLUSIVE EDUCATION", International Journal of Emerging Technologies and Innovative Research (www.jetir.org), ISSN:2349-5162, Vol.12, Issue 11, page no.c109-c114, November-2025, Available :http://www.jetir.org/papers/JETIR2511213.pdf

"THE RELATIONSHIP BETWEEN TEACHERS SELF-EFFICACY AND ATTITUDE TOWARDS INCLUSIVE EDUCATION", International Journal of Emerging Technologies and Innovative Research (www.jetir.org | UGC and issn Approved), ISSN:2349-5162, Vol.12, Issue 11, page no. ppc109-c114, November-2025, Available at : http://www.jetir.org/papers/JETIR2511213.pdf