Confidence in Connection: Teacher Collaboration as the Strongest Predictor of Inclusive Practices in Chinese Schools

This study explores the critical role of teacher efficacy in implementing inclusive education (IE) within China, focusing on three key dimensions: providing inclusive instruction, collaborating with colleagues, and managing student behavior. Despite China’s policy-level advancements in IE, challenges persist, particularly in teacher preparedness, confidence, and resource availability. This study employed a quantitative, cross-sectional design, analyzing survey data from 211 primary and secondary school teachers across four Chinese cities (Beijing, Tianjin, Chengdu, and Qingdao). Regression analysis examined how teacher self-efficacy in three core domains—collaboration, inclusive instruction, and behavior management—predicted implementation of inclusive practices. The findings reveal that teacher efficacy in collaboration with colleagues is the strongest predictor of inclusive practices, highlighting the importance of professional cooperation in IE. However, gaps in teacher confidence, particularly in behavior management and instructional adaptation, pose significant barriers to effective inclusion. These insights emphasize the need for targeted professional development programs and policy interventions to enhance teacher readiness for IE. By offering an empirical perspective from a non-Western educational setting, this study contributes to the growing body of literature on IE. The findings hold practical implications for policymakers, teacher training programs, and school leadership, providing strategies to foster a more inclusive educational environment in China.