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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| Format: | Article |
| Language: | English |
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Taylor & Francis Group
2025-12-01
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| Series: | Cogent Education |
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| Online Access: | https://www.tandfonline.com/doi/10.1080/2331186X.2025.2526872 |
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| author | Yanlin Long Umesh Sharma Pearl Subban |
| author_facet | Yanlin Long Umesh Sharma Pearl Subban |
| author_sort | Yanlin Long |
| collection | DOAJ |
| description | 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. |
| format | Article |
| id | doaj-art-33660ce7b7464e02af70b526d26eb021 |
| institution | Kabale University |
| issn | 2331-186X |
| language | English |
| publishDate | 2025-12-01 |
| publisher | Taylor & Francis Group |
| record_format | Article |
| series | Cogent Education |
| spelling | doaj-art-33660ce7b7464e02af70b526d26eb0212025-08-20T03:28:43ZengTaylor & Francis GroupCogent Education2331-186X2025-12-0112110.1080/2331186X.2025.2526872Teachers’ attitudes and self-efficacy toward inclusive education in mainland China: a meta-analysisYanlin Long0Umesh Sharma1Pearl Subban2Faculty of Education, Monash University, Melbourne, AustraliaFaculty of Education, Monash University, Melbourne, AustraliaFaculty of Education, Monash University, Melbourne, AustraliaClassroom 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.https://www.tandfonline.com/doi/10.1080/2331186X.2025.2526872Teachersattitudesself-efficacyinclusive educationmeta-analysismainland China |
| spellingShingle | Yanlin Long Umesh Sharma Pearl Subban Teachers’ attitudes and self-efficacy toward inclusive education in mainland China: a meta-analysis Cogent Education Teachers attitudes self-efficacy inclusive education meta-analysis mainland China |
| title | Teachers’ attitudes and self-efficacy toward inclusive education in mainland China: a meta-analysis |
| title_full | Teachers’ attitudes and self-efficacy toward inclusive education in mainland China: a meta-analysis |
| title_fullStr | Teachers’ attitudes and self-efficacy toward inclusive education in mainland China: a meta-analysis |
| title_full_unstemmed | Teachers’ attitudes and self-efficacy toward inclusive education in mainland China: a meta-analysis |
| title_short | Teachers’ attitudes and self-efficacy toward inclusive education in mainland China: a meta-analysis |
| title_sort | teachers attitudes and self efficacy toward inclusive education in mainland china a meta analysis |
| topic | Teachers attitudes self-efficacy inclusive education meta-analysis mainland China |
| url | https://www.tandfonline.com/doi/10.1080/2331186X.2025.2526872 |
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