Çiftci, Berfin Cansu2025-05-062025-05-062025-042025-042025-05-05https://hdl.handle.net/11693/117121Cataloged from PDF version of article.Includes bibliographical references (leaves 87-132).This study was conducted to systematically review the literature examining the attitudes and efficacy of teachers towards inclusive education in different regions between 2014 and 2024. As a result of the inclusion and exclusion criteria determined within the study's scope, 95 research articles were identified from the Web of Science and Scopus databases and were examined by following systematic analysis steps. Articles were categorized according to demographic, professional, and contextual factors, including methodology, data collection tools, sample size, and teachers' specializations. Results indicate that quantitative methods were most commonly used, with in-service teachers as the most frequently studied group. Sample sizes ranged from 8 to 4567, with a preference for small-scale studies. Primary school teachers represented the most frequently examined specialization, and nearly all studies focused on K–12 educators. The findings section discusses teacher attitudes, factors influencing these attitudes, teacher efficacy, and related variables. Implications for practice and suggestions for future research are also presented.xi, 133 leaves : illustrations, charts ; 30 cm.Englishinfo:eu-repo/semantics/openAccessTeachers’ attitudes toward inclusive educationTeacher efficacySelf-efficacyInclusive educationThesisB163082