Exploring the Role of Efficacy of Inclusive Instructions, Efficacy Collaboration, Efficacy Managing Behavior on Inclusive Practice among Teachers

Abstract

All children, including those with various impairments and learning challenges, are entitled to education in regular schools, in response to the Salamanca Statement. Chinese authorities have demonstrated their commitment to inclusion through legislation, policy, and statements. The Chinese inclusive education paradigm has grown significantly over the last few decades. Nonetheless, research on the impact of Chinese teachers' efficacy in implementing inclusive practices in primary and secondary classrooms is limited. This cross-sectional study addresses this issue by evaluating 211 teachers in Beijing, Tianjin, Chengdu, and Qingdao, China. Quantitative data were collected from each participant using multiple regression analysis to examine the causal and effect between three predictors, efficacy in using inclusive instruction (EII), efficacy in collaboration (EC), and efficacy in managing behavior (EMB), on the inclusive practices as a criterion. The research results show that when teachers' EC is bolstered, an inclusive approach increases on the other side. This means that when teachers are more confident in their collaboration in inclusive education, they are more likely to adopt inclusive practices to support a diverse range of students better. As China's education system is still transforming, this finding has vital roles and implications for developing inclusive education policy and practice in China as educators interact with a more diverse student population.