The mediating role of inclusive education literacy in the relationship between multicultural teacher competencies and classroom climate: a PLS-SEM analysis

This study examines the mediating role of inclusive education literacy in the relationship between multicultural teacher competencies and classroom climate among primary school teachers in Türkiye. Using a quantitative, cross-sectional design, data were collected from 316 teachers through three scales measuring multicultural teacher competencies, inclusive education literacy, and classroom climate. The data were analysed using partial least squares structural equation modelling. Multicultural teacher competencies were positively associated with inclusive education literacy (β = 0.728, p < .001), which was positively associated with classroom climate (β = 0.438, p < .001). The model explained 53.0% of the variance in inclusive education literacy and 21.8% in classroom climate, with predictive relevance supported for both endogenous constructs. The direct association between multicultural teacher competencies and classroom climate was not statistically significant (β = 0.038, p = .658). However, the indirect association through inclusive education literacy was significant (β = 0.319, p < .001), accounting for 89.3% of the total association (VAF = 89.3%). Given the cross-sectional design and reliance on self-reports, these findings indicate statistical mediation rather than causation. The results highlight the relevance of inclusive education literacy in understanding the association between multicultural teacher competencies and teachers’ perceptions of classroom climate.