Teaching Efficacy in Inclusive Education (IE) in Indonesia and other Asia, Developing Countries: a Systematic Review

Inclusive education involving disable students has been applied in several countries including Asian countries. Nevertheless, teachers’ efficacy in implementing inclusive education remains out of sight. This study aims to review systematically the role of teachers’ efficacy in an inclusive education (IE) setting taking place in several Asian countries, particularly in developing countries. The search of e-literature was conducted to identify full-English peer-reviewed articles published since 2004 concerning on teachers’ efficacy in teaching in inclusive programs/schools. The electronic database used were: PsycARTICLES, ERIC, Science Direct, SSCI, Springer Link, and Google Scholar. There were two studies identified using inclusive and exclusive selection criteria in this review. Teachers’ teaching efficacy in inclusive education (IE) in Indonesia and Bangladesh as developing countries in Asia–including efficacy in use inclusive instruction, efficacy in managing behavior, and efficacy in collaboration–was categorized in a good condition although there were small participant in categorize had been used (N=1623 Bangladesh teacher; N=101 Indonesian teacher). Improving the measurement and research on teachers’ efficacy in teaching in an inclusive program/school will require greater investment in arranging several inclusive teachers’ professionalism enhancement and the increase in the number of disable students acquiring their education rights