Abstract

In the current international educational context, developing a teaching identity with an inclusive approach is essential. However, difficulties persist in preparing teachers to effectively respond to diversity. This essay aims to discuss the relevance of self-efficacy and motivation to achieve an inclusion state in the construction of an inclusive teacher identity. Through a theoretical analysis of several studies, it is argued that these two factors not only influence how teachers approach diversity in their classrooms, but also shape how they define their role as agents of change. Research reveals that teachers with high self-efficacy and motivation towards inclusion are better prepared to implement inclusive practices, and that specialized training in inclusion further strengthens these components. In conclusion, self-efficacy and motivation towards inclusion are essential elements in building an inclusive teaching identity, making their promotion in teacher education fundamental. © 2025, Universidad Cientifica del Sur. All rights reserved.