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ThisIn addition to positive attitudes towards inclusive education, teachers' beliefs about their self-efficacy are an integral part of a teacher's competence profile. In the context of factors influencing teacher self-efficacy for inclusive practice, this research paperaims exploresto determine the criticaldifferences intersectionin self-assessed self-efficacy of children'sCroatian rightselementary school classroom and preschoolsubject programs,teachers focusing(N=357) with the purpose of determining the nature of these differences. Research has shown that statistically significant differences in self-assessed self-efficacy for inclusive practice between classroom and subject teachers are visible in the areas of self-efficacy for inclusive teaching, self-efficacy for cooperation, self-efficacy for behavior management, and self-efficacy for an inclusive school environment. The discriminant analysis was used to determine the latent dimensions of differences between classroom and subject teachers in self-assessments of self-efficacy for inclusive practice. The results of the discriminant analysis indicate that the discriminant function represents teacher self-efficacy for encouraging inclusiveness and acceptance of diversity, i.e., self-efficacy for inclusive practice in such a way that it is higher in class teachers than in subject teachers. The scientific contribution of this paper is in obtaining results based on analyzingscientific research that offers an insight into the extentstructure of self-assessed self-efficacy for the inclusive practice of selected elementary school teachers in the Republic of Croatia and understanding the connection of individual components of self-efficacy with factors that could affect it, especially when it comes to whichsubject preschoolteachers. programsThe upholdresults andcan promoteserve theas rights of young children. As foundational frameworksguidelines for early childhood education, preschool programs play a pivotal role in shaping the experiences and development of childrenspecific duringprofessional theirdevelopment formativeprograms years.aimed Theat analysisenhancing delvesteachers’ intoself-efficacy variousfor dimensionsinclusive of children's rights (CR) as outlinedpractice in international conventions and declarations, examining how preschool programs align with principles such as the rightbroadest to education, protection from harm, participation, and the child's best interests. Through a comprehensive review of existing preschool curricula, policies, and practices, this study aims to identify strengths, challenges, and areas for improvement in ensuring that children's rights are fully realized within early childhood education settings. By critically evaluating the implementation of children's rights in preschool programs, this research seeks to contribute valuable insights to the ongoing discourse on early childhood education and advocacy for the holistic well-being and empowerment of young children with specific contributions to possible CR framework based on these indicators: introduction to the core concepts of childhood and human rights-based approach, CR standards and principles, CR systems and institutions, key components and principles of CR programming, child participation, CR situation analysis, program design and implementation, CR programming case study, monitoring and evaluation and becoming a CR focused organization. sense.
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