Factors influencing teachers’ self-efficacy on inclusive music education

This study investigated how teachers' attitudes towards inclusive education and support from school management and community are related to their self-efficacy in the context of inclusive music education. Participants (n = 185) were teachers from Finnish comprehensive schools (Grades 1–9). They answered three questionnaires: the Teacher Efficacy for Inclusive Practice scale, the Attitudes towards Inclusion scale, and the School Climate for Inclusive Music Education scale. Using linear regression analysis, we found that the more positive the feelings towards inclusive music classes were, the stronger the teacher's self-efficacy was in inclusive instructions, collaboration, and managing behaviour. Moreover, the more substantial the experienced support from the school community was, the stronger the teachers’ self-efficacy was in collaboration. However, beliefs on inclusive education and perceived support from school management did not show significant effects on teacher self-efficacy in inclusive music education. These findings highlight the importance of music teachers gaining positive experience in inclusive education. This implies the crucial need for sufficient training for inclusive settings and ensuring that the environment and starting points are adequate for teaching and learning music in the classroom. Results also show the impact of the school community on success when implementing inclusive music education.