THEME 2: The power of collective efficacy and commitment in building inclusive schools

Project Leads: Stuart Woodcock and Umesh Sharma

Overview

Inclusive education is a global priority, but policies and legislation alone are not enough. Successful inclusion depends on educators’ attitudes, their confidence in teaching diverse learners, and the support they receive.

A critical question driving our research is:

• What role does collective efficacy and collective commitment play in making schools truly inclusive?

While individual teacher attitudes and skills matter, a school’s overall confidence and collective dedication to inclusion may be just as crucial.

This international research project, led by scholars from Australia, Canada, Germany, Greece, Italy, and Switzerland, explores the key factors influencing inclusive practices and the role of collective efficacy and collective commitment in shaping the practices. By identifying where resources and training are most needed, we aim to provide valuable insights for researchers, policymakers and school leaders striving to create learning environments where all students can thrive.

Publications and conference presentations

2023

Publications:

Subban, P., Bradford, B., Sharma, U., Loreman, T., Avramidis, E., Kullmann, H., Sahli Lozano, C., Romano, A., & Woodcock, S. (2022). Does it really take a village to raise a child? Reflections on the need for collective responsibility in inclusive education. European Journal of Special Needs Education, 38(2), 291–302.

Conference: Educational Conference on Educational Research - August 2023 - Glasgow, Scotland

Symposium “How Do Schools Build Collective Commitment Towards Inclusion: An International Perspective”

• Creating A Framework To Support Collective Inclusion
• “That Is A Herculean Task”: How School Leaders Create A Community-based Culture Of Inclusion In Their Schools
• How Do Attitudes And Self-efficacy Predict Teachers' Intentions To Teach In Inclusive Classrooms? A Cross-national Comparison Across Five Countries.

2024

Publications:

Sahli Lozano C., Wüthrich, S., Kullmann, H., Knickenberg, M.,Sharma, U., Loreman, T. et al. (2024) How do attitudes and self-efficacy predict Teachers' intentions to use inclusive practices? Across-National Comparison between Canada, Germany, Greece, Italy, and Switzerland. Exceptionality Education International,34(1), 17–41.

Sharma, U., Loreman, T., May, F., Romano, A., Lozano, C., Avramidis, E. et al. (2024) Measuring collective efficacy for inclusion in a global context. European Journal of Special Needs Education, 39(2), 167–184.

Subban, P. , Woodcock, S. , Bradford, B. , Romano, A. , Sahli Lozano, C. , Kullmann, H. , Sharma, U. , Loreman, T. , & Avramidis, E. (2024). What does the village need to raise a child with additional needs? Thoughts on creating a framework to support collective inclusion. Teachers and Teaching: Theory and Practice.

Conference: European Conference on Educational Research - August 2024 - Nicosia, Cyprus

Symposium “Self- and Collective-efficacy, Intent, and Challenges Towards Collective Inclusive Practices: An International Perspective”

• A View from the Top: School Leader Reflections on Parental Involvement in Inclusive Schools
• Teachers’ Intentions to Teach Inclusively: Supports and Hinderances
• Teachers’ Individual and Collective Efficacy in Relation to their Attitudes Towards Inclusion: A Global Analysis

2025

Conference: European Conference on Educational Research - September 2025 - Belgrade, Serbia

Symposium “Building Inclusive School Communities: Collective Commitment, Teacher Efficacy, and Collaborative Leadership”

• Collective Commitment: Conceptualising a New Construct Critical for Implementing Inclusive Education
• Exploring the Role of Individual and Collective Efficacy Beliefs and Attitudes in Teachers’ intentions to implement Inclusive Practices.
• Associations of Collective Teacher Efficacy and Teacher Health-related Outcomes: A Systematic Review and Meta-Analysis
• Collaborative Pathways: Enhancing Inclusive Education Through School-Parent Partnerships for Students with Additional Needs