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Teachers are often mentioned among the key factors in the quality of the teaching process. This research aims to adapt to Serbian the Teacher Efficacy for Inclusive Practice (TEIP) Scale, and identify factors that correlate with high levels of perceived efficacy. A total of 288 teachers participated in the research. We conducted a factor analysis and reliability analysis and obtained satisfactory results similar to those of the authors of the scale. We were able to reproduce the three-factor structure that was shown by the authors when the three items were excluded. Correlation analysis results showed that training that contributes to competencies related to the education of children with disabilities and experience in the implementation of inclusive practice is connected with teachers' self-efficacy. Teachers believe in their professional abilities, knowledge, and skills to work with students with disabilities, but it is necessary to support them in cooperation with experts and parents, as well as to upgrade their skills in behaviour management.

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