<![CDATA[Despite its promotion in national policies, inclusive education implementation remains challenging, particularly in relation to teachers’ self-efficacy (TSE). TSE plays a crucial role in shaping teachers’ confidence, capacity and persistence to implement inclusive practices, yet empirical evidence from the Indonesian context remains limited. This study explored TSE in inclusive education and contextual factors influencing its development using a qualitative-dominant mixed-method design. Quantitative data were collected from eight in-service early childhood and primary school teachers using Teacher Efficacy for Inclusive Practice (TEIP) questionnaire followed by in-depth interviews with four teachers. Descriptive analysis indicated stronger efficacy in behavior management, while inclusive instruction was perceived as the most challenging. Qualitative findings further unraveled how limited mastery and vicarious experience, uneven institutional support, and disability stigma shaped TSE beliefs. Despite its small sample size, this study provides preliminary insights into TSE and highlights the need for culturally and contextually responsive teacher support.]]>
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