Factors associated with teachers’ self-efficacy in multicultural classrooms: the roles of emotional empowerment, adaptability, cultural empathy and inclusive practices

Purpose This study aims to examine the factors influencing primary school teachers’ self-efficacy in multicultural classrooms, focusing on emotional empowerment, adaptability, cultural empathy and inclusive practices. Design/methodology/approach A sample of 102 in-service teachers working with culturally diverse students participated. Hierarchical multiple regression analyses assessed the predictive value of these factors based on Bandura’s social cognitive theory, controlling for gender and intercultural training. Findings Emotional empowerment, adaptability and inclusive practices were significantly linked to teacher self-efficacy, explaining over 50% of the variance. While cultural empathy showed a positive correlation, it was not significant. Female teachers and those who underwent intercultural training reported higher self-efficacy. Practical implications Results highlight the importance of emotional empowerment, adaptive strategies and inclusive practices in teacher training programs to boost confidence and effectiveness in diverse classrooms. Originality/value To the best of the authors’ knowledge, this study is among the first to identify the key factors enhancing teacher self-efficacy in multicultural settings, offering valuable guidance for professional development initiatives.