Teachers’ attitudes and self-efficacy toward inclusive education in mainland China: a meta-analysis
Classroom teachers’ inclusive practices that address students’ diverse needs are vital for successful inclusive education reform. Given that teachers’ attitudes and self-efficacy beliefs toward inclusive education are arguably pivotal factors in influencing the implementation of inclusive education,...
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| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
Taylor & Francis Group
2025-12-01
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| Series: | Cogent Education |
| Subjects: | |
| Online Access: | https://www.tandfonline.com/doi/10.1080/2331186X.2025.2526872 |
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| Summary: | Classroom teachers’ inclusive practices that address students’ diverse needs are vital for successful inclusive education reform. Given that teachers’ attitudes and self-efficacy beliefs toward inclusive education are arguably pivotal factors in influencing the implementation of inclusive education, this meta-analysis synthesized the research on Chinese teachers’ attitudes and self-efficacy toward inclusion. Applying rigorous inclusion criteria,16 qualifying studies from 2010 to 2024 covering 10361 Chinese teachers were identified. Three random-effect models revealed that Chinese teachers generally hold moderately positive attitudes (g = 0.42) and high self-efficacy toward inclusion (g = 1.31) over the past ten years. Furthermore, Chinese teachers’ attitudinal and efficacy beliefs were moderately correlated ([Formula: see text] = 0.49). Following meta-regression analysis revealed that the correlation between attitudes and self-efficacy has seen a slightly positive trend over the past decade. Moreover, female teachers had marginally higher self-efficacy toward inclusion than their male counterparts. However, teacher type (pre-service or in-service teacher), students’ type of disability, and school-level factors did not significantly predict teachers’ attitudes, self-efficacy, or their correlation. Understanding the status of teachers’ attitudes, self-efficacy, and the influencing factors could foster their use of inclusive practices in regular classrooms. |
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| ISSN: | 2331-186X |