Abstract
In response to the need for facilitating the sustainable development of inclusive education, this study conducts a pioneering attempt to analyze the relationship between two types of school leadership, organizational (i.e., distributed leadership, DL) and individual (i.e., teacher leadership, TL), and teacher self-efficacy among inclusive education teachers in Mainland China. A total of 893 teachers from primary inclusive education schools in Beijing and Shenzhen, China, participated in this study. Structural equation modeling examining the direct and mediating effects was conducted on collected data. The findings imply that principal-distributed leadership and inclusive education teacher leadership both positively predicted teacher self-efficacy. Additionally, inclusive education teacher leadership and its two dimensions, namely advocating inclusive values and liaising with an external support system, significantly mediated the influences of distributed leadership on inclusive education teacher self-efficacy. The implications of facilitating inclusive education in Chinese schools and other similar contexts are discussed.
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