Ключевые слова
Аннотация
This paper explores the key factors that influence teacher self-efficacy in delivering inclusive education, based on the literature review conducted by Woodcock et al. (2022). It identifies structural, cultural, and policy-related elements as critical determinants of how confident and prepared teachers feel when addressing diverse student needs. Inclusive school policies, guided by international frameworks such as the UN Convention on the Rights of Persons with Disabilities, help foster environments where teachers are empowered to implement inclusive practices. Equally important is the development of a school culture that values diversity, promotes equity, and nurtures a sense of belonging for all students. The analysis reveals a strong correlation between institutional support and teacher belief in their instructional competence. These findings are particularly relevant for countries like Uzbekistan, where inclusive education is emerging as a national priority. Aligning policy, professional development, and school culture can significantly enhance teacher self-efficacy and inclusive teaching outcomes.
Библиографические ссылки
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