Introduction. – Self-efficacy appears to be an important resource for teachers assessed by the Teachers’Sense of Efficacy Scale (TSES; Tschannen-Moran & Woolfolk Hoy, 2001). Objective. – The current study aims to explore psychometric properties the TSES short form translated into French, taking account of teachers’ experience with special needs students. Method. – A sample of 283 primary and secondary teachers completed the scale. Results. – Results of confirmatory factor analyses confirm the tridimensional structure of the scale, which shows satisfactory psychometric properties. Conclusion. – The usefulness of this scale is discussed considering the context of inclusive education reforms, as well as the potential protective effect of self-efficacy for teachers.