LAUSR

Abstract: The study explores the extent and sources of Teachers' Self-Efficacy (TSE) for inclusive practices among 261 Japanese and 1123 Finnish teachers. Measurement invariance was tested to ensure the chosen scales’ cross-cultural validity. In both countries, mastery experience was identified as the strongest of the four sources contributing uniquely to TSE. However, the two groups differed in how verbal persuasion predicted TSE. The findings indicate that the effects of the four sources on TSE depend strongly on sociocultural context, and that, in Japan, other sources may exert a powerful influence. Practical implications are discussed, with particular regard to teacher training programs.