In recent years, inclusive education has emerged as a vital priority in global educational reforms, aiming to ensure that all students, regardless of their diverse learning needs, have equitable access to quality instruction. Central to the success of these initiatives are teachers, whose intentions to embrace and implement inclusive practices are often heralded as the strongest predictors of actual classroom inclusion. Yet, the mechanisms that drive such intentions remain complex and, until now, understudied, particularly in culturally unique and deeply rooted educational systems such as that of Mainland China. Groundbreaking new research sheds light on organizational and individual factors that collectively shape teachers’ intentions toward inclusion, presenting a nuanced understanding of how leadership styles, school climate, and self-efficacy intertwine to either facilitate or hinder the uptake of inclusive pedagogies.
At the organizational level, the research identifies transformational leadership by school principals as a pivotal catalyst in motivating teachers to adopt inclusive education practices. In societies characterized by collectivism and significant power distance—such as China—leaders traditionally hold considerable sway over staff behaviors and attitudes. Principals who embody transformational qualities do more than merely enforce policies; they inspire, intellectually stimulate, and individually support teachers, fostering an environment where inclusion transcends policy and becomes an authentic shared value. The study corroborates previous qualitative findings by quantifying this impact and highlighting how adherence to principals’ inclusive visions translates into teachers perceiving inclusion not as an optional add-on but as an intrinsic aspect of their professional responsibilities.
Yet, this dynamic unfolds against the backdrop of a historically entrenched examination-driven culture that prioritizes standardized test results above pedagogical innovation. This context imposes significant constraints, acting as cognitive and systemic brakes on leaders and teachers alike. Despite relatively low baseline levels of transformational leadership and teachers’ inclusive intentions reported in the study, the evidence reveals that when principals genuinely adopt and enact inclusive leadership behaviors, substantial positive changes in teacher motivation emerge. Under visionary and supportive leadership, educators begin to see inclusive instruction as compatible with core educational goals, making strides toward reconciling traditional educational mandates with the imperatives of diversity and equity.
A salient feature of this investigation is its emphasis on the role of the school’s inclusion climate—a collective perception of how inclusive values are realized in the everyday functioning of the school community. The findings reveal that transformational principals do not simply influence teachers directly; they shape the broader organizational culture, setting an inclusive tone that permeates norms, practices, and shared expectations. This inclusive climate acts as a fertile ground where teachers feel emotionally and professionally supported to address varied student needs. Principals’ influential role in establishing this climate aligns with leadership theories asserting that school heads essentially ‘set the tone’ for institutional culture, reinforcing the imperative for principals to be strategic culture shapers as well as instructional leaders.
Further advancing this understanding, mediational analyses illuminate a nuanced pathway linking transformational leadership, inclusive climate, and teacher efficacy. Teacher efficacy—the belief in one’s capability to execute inclusive teaching effectively—emerges as a critical psychological construct mediating leadership’s influence on teachers’ intentions. Within an inclusion-friendly climate, teachers experience greater collegial exchange, access increased resources, and feel safer experimenting with innovative instructional adaptations for students with special educational needs (SEN). This positive feedback loop reduces teachers’ anxieties and elevates their confidence, which is crucial in collectivist environments where professional self-beliefs are importantly shaped by social relationships and communal expectations.
Beyond organizational factors, the investigation foregrounds the profound role of teacher-level variables, with efficacy standing out as a primary individual determinant of intention to implement inclusive pedagogy. This finding underscores a well-established narrative in educational psychology: self-efficacy is not simply a motivator but a requisite precursor to behavioral change. The study fills a critical gap by empirically validating this connection within the Chinese inclusive education context, a setting marked by unique cultural pressures and pedagogical challenges. By demonstrating that teachers who perceive themselves as efficacious are significantly more likely to intend inclusive teaching, the researchers point toward the value of interventions targeting teachers’ emotional and cognitive resources as a means to foster sustainable inclusion.
The interplay between transformational leadership and teacher efficacy further reinforces the holistic nature of school change. Principals who demonstrate transformational behaviors provide emotional, intellectual, and administrative support that enriches teachers’ efficacy beliefs. This dynamic echoes the principles of social cognitive theory, where support from influential figures functions as a powerful source of efficacy enablers. Particularly in collectivist societies, the social fabric of workplace relationships critically informs individual beliefs, thus magnifying the impact of inclusive leadership on teacher confidence and readiness to innovate.
However, the study also delineates boundaries of influence, revealing that while the inclusive school climate is instrumental in building teacher efficacy, it alone does not directly inspire teachers’ behavioral intentions toward inclusion. This intriguing insight reveals the complex and layered nature of teacher motivation, suggesting that a welcoming environment is necessary but insufficient without concurrently nurturing teachers’ intrapersonal competencies and psychological readiness. Essentially, it is the convergence of a supportive climate and robust efficacy that yields authentic commitment to inclusive teaching.
Moreover, this chain-mediated relationship—the movement from transformational leadership through inclusive climate and teacher efficacy to teachers’ inclusive intentions—highlights a sequential process of professional growth and organizational change. At its core, it illustrates how systemic leadership efforts coalesce at the individual psychological level to produce tangible shifts in teaching practices. Without bolstering teacher efficacy, the effect of leadership on intentions remains fragmented, thus stalling the transformative potential of inclusion-focused policies.
The implications of these findings are profound, particularly for educational policymakers and school leaders aiming to foster inclusive schooling in challenging socio-cultural landscapes. The research advocates for the cultivation of principals’ transformational leadership capacities, combined with the intentional design of school climates that genuinely embody inclusive values. Equally important is investment in professional development that strengthens teachers’ self-efficacy, enabling them to confidently navigate the complexities of differentiated instruction and behavioral management in diverse classrooms.
Finally, the study resonates with the cautionary assertion from inclusion scholars: unless teachers feel capable of meeting diverse learners’ needs, inclusive initiatives risk generating anxiety and resistance rather than empowerment and success. Building efficacy is not merely an adjunct to inclusion efforts; it is foundational. In essence, schools must strive to create ecosystems where leadership, culture, and individual belief systems align synergistically toward the shared goal of true educational inclusion.
In conclusion, this comprehensive exploration of teachers’ inclusive education intentions in Mainland China delineates the critical interplay between organizational leadership, school climate, and teacher efficacy. It offers a scientifically robust, culturally sensitive model that advances global understanding of why and how teachers choose to embrace inclusive practices. As education systems worldwide grapple with the complexities of diversity and equity, these insights provide a valuable roadmap to harness leadership and psychological mechanisms in service of inclusive transformation.
Subject of Research: Investigating the factors that influence teachers’ intentions to implement inclusive education practices, focusing on transformational leadership by principals, school inclusion climate, and teacher efficacy within Mainland China’s educational context.
Article Title: Facilitating teachers’ inclusive education intentions: the roles of transformational leadership, school climate, and teacher efficacy.
Article References:
Wang, T., Deng, M. & Tian, G. Facilitating teachers’ inclusive education intentions: the roles of transformational leadership, school climate, and teacher efficacy.
Humanit Soc Sci Commun 12, 636 (2025). https://doi.org/10.1057/s41599-025-04977-8
Image Credits: AI Generated
