Research illustrates that self-efficacy beliefs related to inclusive education impact teaching practices and could positively impact on students. This study explores how teacher self-efficacy has been measured and the factors that influence the perceived self-efficacy of teachers within inclusive schools. A systematic search for literature examining teacher self-efficacy for inclusive education practices yielded 71 studies for review. Analysis revealed that teaching experience and teaching context impacted self-efficacy. Knowledge of inclusive education policies elevated the self-efficacy beliefs of teachers. Confidence in teaching in inclusive classrooms, pre-service teacher education, professional learning and experiential contact with people with disability were also influential. •Literature synthesis examining teacher self-efficacy for inclusive education practices generated five influential factors.•Teacher self-efficacy for inclusive education is significant in contributing to the effective delivery of learning programs within an education for all context.•Demographic variables such as knowledge of policy and legislation, teaching experience, context and age were observed to impact on teacher self-efficacy beliefs.•Pre service teacher education and in service teacher training were found to be important factors in improving teacher self-efficacy for inclusive education practices.•Experience interacting with people with disability was reported to influence higher levels of teacher self-efficacy for inclusive education.