The relationship of inclusive education climate and teachers’ differentiated instruction: the mediating role of efficacy for inclusive practices and attitudes towards inclusive education

Background: In the context of inclusive education, differentiated instruction ensures students with special needs can achieve comprehensive development. This study aimed to investigate the relationship between inclusive education climate and teachers’ differentiated instruction, examining the chain mediating roles of efficacy for inclusive practices and attitudes towards inclusive education. Method: Using a convenience sampling method, 650 teachers from mainstream schools in Hunan, China, participated in the study. Mediation effect analysis were conducted using bootstrapping in SPSS. Results: The results revealed: (a) there was a positive association between inclusive education climate and differentiated instruction (β = 0.16, SE = 0.05, 95% BootstrapCIs 0.07, 0.26); (b) efficacy for inclusive practices independently mediated this association (β = 0.24, SE = 0.04, 95% Bootstrap CIs 0.15, 0.33); (c) attitudes towards inclusive education independently mediated this association (β = 0.34, SE = 0.07, 95% Bootstrap CIs 0.20, 0.49); and (d) a significant chain mediation effect was observed through efficacy and attitudes sequentially (β = 0.07, SE = 0.02, 95% Bootstrap CIs 0.04, 0.12). Findings: These findings highlight the importance of fostering a supportive inclusive education climate, enhancing teachers’ efficacy and positive attitudes, and providing necessary resources to facilitate the implementation of differentiated instruction. The study contributes to both theoretical understanding and practical strategies for promoting inclusive educational practices within collectivist cultural contexts.