Examining factors influencing in-service teachers’ perceptions of inclusive school climate in China

A supportive and inclusive climate is essential for implementing inclusive education in schools, as it affects teachers’ and students’ happiness, sense of belonging and well-being. In this study, Emam & F. Hendawy Al-Mahdy’s Inclusive School Climate Scale (ISCS) (2022) was translated and adapted into Chinese, with data collected from a sample of 1,418 in-service teachers. Confirmatory factor analysis and reliability tests confirmed that the Chinese version of the ISCS measurement exhibited acceptable validity and reliability. Furthermore, based on Bronfenbrenner's Social Ecological Theory (1979), this study examines the influence of Micro-, Meso-, and Macrosystem variables on Chinese teachers’ perceptions of inclusive school climate. The study revealed that teachers’ knowledge of inclusive legislation and the frequency of training sessions on teaching students with additional support needs positively influenced their perception of the inclusive school climate. In contrast, factors such as class size, the number of students with additional support needs, and teachers’ years of experience teaching these students posed challenges to perceiving an inclusive climate in school settings. Five key strategies were proposed to enhance China's inclusive school climate, including enhancing teacher professional development, strengthening the inclusive support system, implementing inclusive policies and regulations, increasing school leadership commitment, and maximising regional strengths.