The objective of this study was to investigate the role of teaching experience to obtain teacher self-efficacy for inclusive reading instruction in Sweden and Norway. 471 in-service teachers from both countries filled out questionnaires about their self-efficacy beliefs and other personal and contextual variables. Despite minor educational differences, we found that the Swedish teachers outperformed their Norwegian counterparts’ self-efficacy for inclusive reading instruction. Teaching experience was a significant contributor of such self-efficacy for teachers from both countries, while the contribution from other variables differed. We conclude that our findings should have consequences for teacher education in nurturing self-efficacy for teaching reading in diverse classrooms.

Keywords: Teacher Self-efficacy, Norway and Sweden, reading instruction, teaching experience