The shift from segregated educational settings to inclusive systems was catalyzed by the Salamanca Statement (UNESCO, 1994), calling for the inclusion of all learners into mainstream classrooms. While policies have advanced inclusion, researchers have consistently highlighted challenges, particularly the need to address educator attitudes and self-efficacy (Sharma et al., 2012). Recent studies have emphasized that sustainable inclusion requires a collective, school-wide commitment rather than isolated efforts from individual teachers (Subban et al., 2022; Sharma et al., 2023).

​Collective teacher efficacy, defined as a shared belief among educators in their ability to succeed, has emerged as a critical driver of both inclusive teaching practices and educator well-being (Sharma et al., 2022). ​However, the interaction between individual self-efficacy, collective efficacy, and cultural contexts remains underexplored, as do strategies for fostering such collaboration across school communities.

This presentation synthesizes findings from international research ​(i.e. Australia, Canada, Germany, Switzerland, and Greece), addressing the roles of collective commitment, teach​ing efficacy, and​ ​collective leadership in inclusive education. Drawing on frameworks such as the Theory of Planned Behavior (Ajzen, 1991) and Wenger’s (1998) communities of practice, it highlights the interplay between teacher beliefs, attitudes, and leadership practices. The key role of school principals in cultivating inclusive cultures through partnerships with parents is also explored, illustrating how trust and shared decision-making transform stakeholder roles.

This symposium highlights the necessity of collective action and systemic leadership in transforming inclusive education from policy into practice.

The panel discussion will address the interconnected themes of collective efficacy, inclusive education, and collaborative leadership within the context of fostering inclusive school communities.  Drawing on cross-national studies, theoretical frameworks, and practical strategies, the panel will explore the processes and mechanisms that build collective commitment among educators, enhance teacher efficacy, and integrate stakeholder collaboration—particularly with parents, school leaders and educators—into inclusive educational practices.

The papers presented will address the following research questions:

1. How do individual and collective teacher efficacy beliefs influence intentions and practices for inclusive education across different cultural contexts?
2. How best to conceptualise and measure collective commitment?
3. How can school principals foster collaborative relationships with parents to build inclusive school cultures?
4. What are the implications of collective efficacy for teacher well-being, job satisfaction, and professional engagement in inclusive environments?

The following theoretical frameworks have influenced the ideas presented across the papers. 

• Theory of Planned Behaviour (TPB; Ajzen, 1991):  This theory discusses how attitudes, subjective norms and teaching efficacy beliefs influence intentions in implementing inclusive practices.
• Job Demands-Resources Model (Schaufeli & Taris, 2013): This theory contextualizes how collective teacher efficacy could influence teacher well-being and health-related outcomes.
• Communities of Practice (Wenger, 1998): This theory highlights the collaborative roles that principals, teachers, parents, and students could play in developing shared practices and values for inclusion.

Methodological Approach

The studies presented in the symposium employ several methodological approaches:

1. Quantitative Surveys and Structural Equation Modelling: Cross-national data from Canada, Germany, and Switzerland assessing teacher attitudes, efficacy beliefs, and intentions for inclusive practices.
2. Systematic Review and Meta-Analysis: Synthesizing findings on the relationship between collective teacher efficacy and health-related outcomes in educators.
3. Conceptual Framework Development: Proposing constructs like "collective commitment" to advance theoretical and practical understanding of inclusive education.

We hope the discussions during the symposium will provide an innovative and effective way to make our schools inclusive globally. The discussion will conceptualise new constructs and provide practical tools to promote collaboration amongst various stakeholders. The symposium brings scholars from different countries together to discuss cross-national differences and similarities in inclusive education practices and identify transferable insights and innovative approaches.

Ajzen, I. (1991). The theory of planned behavior. Organizational Behavior and Human Decision Processes, 50(2), 179–211. Schaufeli, W. B., & Taris, T. W. (2014). A critical review of the Job Demands-Resources Model: Implications for improving work and employee well-being. In A. B. Bakker & M. P. Leiter (Eds.), Work engagement: A handbook of essential theory and research (pp. 43–68). Psychology Press. Sharma, U., Loreman, T., & Forlin, C. (2012). Measuring teacher efficacy to implement inclusive practices. Journal of Research in Special Educational Needs, 12(1), 12–21. Sharma, U., Loreman, T., May, F., Romano, A., Lozano, C. S., et al. (2023). Measuring collective efficacy for inclusion in a global context. European Journal of Special Needs Education. https://doi.org/10.1080/08856257.2023.2195075 Subban, P., Bradford, B., Sharma, U., Loreman, T., Avramidis, E., et.al. (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. https://doi.org/10.1080/08856257.2022.2059632 Subban, P., Woodcock, S., Bradford, B., Romano, A., Sahli Lozano, C. et al. (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, 30(5), 668–683. https://doi.org/10.1080/13540602.2024.2338398 UNESCO. (1994). The Salamanca Statement and Framework for Action on Special Needs Education. Paris: UNESCO.