From Intention to Practice: How Collective Teacher Efficacy and Inclusive School Climate Shape Inclusive Teaching Practices in China

ABSTRACT Teachers play a crucial role in achieving high‐quality inclusive education, highlighting the need to understand the belief‐related factors that influence their intentions and practices. Drawing on Ajzen's Theory of Planned Behaviour, this study examined how teachers' perceptions of collective teacher efficacy and an inclusive school climate are associated with teachers' attitudes, self‐efficacy, intentions to teach inclusively, and their inclusive teaching practices. Using cross‐sectional survey data from 1418 Chinese teachers, structural equation modelling showed that perceived collective teacher efficacy and an inclusive school climate were significantly associated with attitudes and self‐efficacy, which, in turn, related to intentions; these intentions strongly correlated with inclusive teaching practices. Multi‐group analyses revealed that leadership role, professional background, and gender moderated several key pathways. The findings underscore the value of cultivating teachers' perceptions of collective capability and an inclusive school climate, as well as tailoring professional development to different teacher groups.