Investigating the Sources of Teacher Intercultural Self-Efficacy: A Three-Level Study Using TALIS 2018

We investigated how individual experiences and contextual aspects at the school and country level are associated with teacher intercultural self-efficacy. Using the Teaching and Learning International Survey 2018 (TALIS) data from 91,768 teachers, 11,523 schools, and 46 countries, as well as MIPEX indicators, multilevel models revealed that individual experiences (i.e., intercultural professional development, teacher mobility) and contextual aspects (i.e., share of first- or second-generation immigrant students, multicultural climate/policy) at the school level but not the country level were positively associated with teacher intercultural self-efficacy. The findings highlight the need to consider individual and contextual aspects when examining teacher intercultural self-efficacy.