More Leadership, More Efficacy for Inclusive Practices? Exploring the Relationships between Distributed Leadership, Teacher Leadership, and Self-Efficacy among Inclusive Education Teachers in China

Tiantian Wang, Meng Deng and Guoxiu Tian ()
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Tiantian Wang: College of Teacher Education, Capital Normal University, Beijing 100048, China
Meng Deng: Faculty of Education, East China Normal University, Shanghai 200062, China
Guoxiu Tian: College of Teacher Education, Capital Normal University, Beijing 100048, China

Sustainability, 2022, vol. 14, issue 23, 1-13

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.

Keywords: distributed leadership; inclusive education teacher; teacher leadership; teacher efficacy for inclusive practices; Chinese educational context (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2022
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