Promoting Teachers’ Behavior Toward Inclusive Education: The Roles of Organizational Support, Self-Efficacy, and Intention

• In Event: AERA Roundtable Session Thursday 1:45 pm Four Seasons Ballroom 2-3
  In Roundtable Session: Perceptions and Practices in Inclusive Education: Teachers' Insights (Table 10)

Abstract

Inclusive education, a cornerstone for promoting educational equity, hinges on respecting student diversity. Regular school teachers are pivotal in driving inclusive education reforms. This study investigates how organizational support, teachers’ self-efficacy, and their intention influence teachers’ inclusive behaviors. Data from 588 teachers in China were analyzed using a structural equation model and bootstrapping tests. Findings revealed that organizational support had a positive association with teachers’ behaviour towards inclusive education. Self-efficacy and intention not only served as independent mediators between organizational support and teachers’ inclusive behaviors but also played a chain mediating role. This study offers a scientific pathway for promoting teachers’ inclusive behaviors in the Chinese context.

Authors

• Xu Zeqing, East China Normal University

• Yishan Wang, East China Normal University