Inclusion, classroom management and teacher self-efficacy in an Australian context

Accepting, celebrating and accommodating students with diverse educational needs within an inclusive framework is at the heart of current Australian educational policy. In order to embrace diversity and inclusivity, teachers need to have the belief in their own capability to teach inclusively. This chapter will focus on general issues associated with inclusive education, with a particular focus on early career teachers and their (in)ability to effectively manage classrooms, including student behaviour. The importance of teacher self-efficacy will be highlighted alongside previously unpublished data on teacher self-efficacy in relation to classroom management. Implications for practice will conclude this chapter.