The literature contains cases of validation of the TEIP scale in many countries but none in Greece. Consequently, there is a clear need to ensure that teacher self-efficacy in Greece is explored with a reliable and valid measure. This article provides a detailed review of the psychometric properties of the TEIP and its use with teachers in the Greek context. To support teachers to promote and adapt inclusive practices in Greek classrooms. Its main objective was the evaluation of the psychometric properties of the Greek version of the TEIP scale and its use in identifying teachers' perceived efficacy to implement inclusive practices. The study comprised 465 teachers, who were employed either in mainstream or special education schools. exploratory factor analysis (EFA) supported a 3-factor model, explaining 55,768% of total variance. Confirmatory factor analysis (CFA) confirmed the proposed 3-factor model and generated satisfactory goodness-of-fit indices. No ceiling or floor effects were observed. All nested models were evaluated across the participants' gender and demonstrated a good fit for both males and females. In conclusion, the Greek TEIP demonstrated sufficient evidence of validity and reliability for assessing teachers' attitudes toward their efficacy for implementing inclusive practices. Results indicated poor perceived efficacy to implement inclusive practices, in terms of using inclusive instruction, collaborating effectively, and managing behavioral problems.