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

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.