Teacher self-efficacy and school climate dynamics in shaping attitudes toward inclusive education

The aim of this study is to examine the relationship between teachers’ self-efficacy and inclusive attitudes, as well as the mediating role of school climate in this relationship. Recognising that the sustainability of inclusive education is influenced not only by teachers’ competencies but also by the broader school climate, this study examines these dimensions together. The research was designed as a relational survey and conducted with data collected from 720 teachers working in different regions of Turkey. The data were obtained through the Teacher Self-Efficacy Scale, the Inclusive Education Attitude Scale, and the School Climate Perception Scale; during the analysis process, structural equation modeling (SEM) and mediation analysis were applied. The findings revealed that teachers’ self-efficacy levels are a strong and significant predictor of inclusive attitudes. Furthermore, it was determined that a positive school climate partially mediates this relationship to a limited but meaningful degree. Within this framework, the findings emphasise the importance of strengthening teachers’ competencies in inclusive practices through in-service training. They also highlight the key role of a collaborative and supportive school environment in sustaining inclusive education.