Teachers’ intentions to teach in inclusive classrooms in China: does an inclusive school climate make a difference?

Guided by the Theory of Planned Behaviour (TPB), this study investigated how the inclusive school climate, teachers’ attitudes, and self-efficacy are related to their intentions to teach in inclusive classrooms. It also examined the impact of teachers’ demographic characteristics on these belief constructs. Data were collected from 1,418 in-service teachers in China. Structural equation modelling demonstrated that the inclusive school climate positively predicted teachers’ intentions to teach inclusively, primarily through the mediating roles of attitudes and self-efficacy towards inclusion. Furthermore, greater knowledge of inclusive policies, frequent interactions with people with additional support needs, and previous success in teaching such students were positively linked to inclusive intentions through these mediators. In contrast, longer teaching experience was negatively associated with their inclusive intentions. These findings underscore the need to cultivate supportive school climates and leadership to promote inclusive education.