| Education is very important for every human being, and is a basic right that should be available to everyone and should be facilitated by all parties. This also applies to children with special needs. In general, children with special needs attend special schools. Since 2009, government of Indonesia recognizes the equal rights of children with special needs by combining regular school with special schools, known as inclusions. The purpose of this study was to have a description of the role of teacher’s self-efficacy in reducing negative labeling of regular students to special needs students. This study conducted at an inclusive elementary school in Jakarta. This study applies a mixture of quantitative and qualitative research methods. Teachers Sense of Efficacy Scale (TSEs) from Tschannen-Moran and Woolfolk Hoy adapted and used to measure teachers’ self-efficacy. A total of 13 teachers completed TSEs, and by using the mean scores of TSEs teachers are categorized into low and high self-efficacy. Referring to this categorization, four teachers - two from each category are purposively selected for in depth interviewed in order to depict teachers’ ideas, activities and support in reducing negative labelling of regular students to special needs students. Result shows that teachers with high self-efficacy demonstrated positive attitude in implementing inclusive schooling. They tend to reduce negative labelling, by direct intergroup contact, cognitive intervention, and social influence. |