A Person-Centered Analysis of Chinese Preservice Teachers’ Efficacy for Inclusive Practices: Profiles, Predictors, and Differences in Inclusion-Related Perceptions

Self-efficacy and perceptions play a critical role in delivering high-quality inclusive education. However, most international quantitative studies in this field—particularly those focusing on preservice teachers—have adopted variable-centered approaches, which often yield inconsistent results. To address this gap, the present study employed a person-centered approach (i.e., Latent Profile Analysis) to identify distinct efficacy profiles for inclusive practices among 392 Chinese preservice teachers and to examine the predictors of profile membership, as well as the relationships between these profiles and perceptions of inclusive education. The findings revealed three distinct efficacy profiles—low, moderate, and high efficacy. Experiences with individuals with disabilities, inclusive or special education coursework, and beliefs about inclusive education emerged as significant predictors of profile membership. Furthermore, the profiles exhibited significant differences in sentiments, attitudes, and concerns toward inclusive education. The results suggest that teacher education programs should be differentiated according to preservice teachers’ efficacy levels and offer targeted interventions aimed at enhancing their self-efficacy and perceptions. This study contributes to the growing body of research on preservice teachers’ efficacy and perceptions by offering a nuanced, person-centered perspective on inclusive teacher preparation.