Does primary school teachers' perceived efficacy in classroom management/discipline predict their perceptions of inclusive education?

The purpose of this research was to investigate the relationships between Greek teachers' perceived efficacy in classroom behavior management/discipline and their perceptions of inclusive education. Over three hundred of primary school teachers filled in the 'Sentiments, Attitudes and Concerns about Inclusive Education Revised, SACIE-R' & 'Teacher Efficacy in Classroom Management and Discipline' scales. Participants' overall perceptions of inclusive education were found to be significantly associated with their self-efficacy in teaching, as well as their belief that they could overcome the potentially adverse effects of external influences on their students. The implications of the findings are discussed in terms of teacher professional development programs.