Five hundred fifty mainland Chinese university students were given a questionnaire that contained a Teacher Efficacy for Inclusive Practices (TEIP) scale. The purpose of the study was a) to test the factor structure of teacher self-efficacy for inclusive practices, b) to investigate the relationship between teacher self-efficacy for inclusive practices and attitude toward inclusive education, and c) to study the relationship between participants' attitudes and other variables related to inclusive education. Confirmatory factor analysis gave support the hyphothesis of three correlated but separate factors of self-efficacy: Efficacy to use inclusive instructions, Efficacy in collaboration, and Efficacy in managing behaviour. As the initial factors were correlated, another model with second-order factor to which the three factors loaded, was tested. This model fit the data equally well. The second-order factor, which was named as General teacher self-efficacy for inclusive practices, explained significantly participants' attitudes to inclusive education.

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