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The prosperity of inclusion of students with disabilities largely rest on the attitudes of mainstream teachers. Few studies explore the relationship among school climate, teachers’ attitude on inclusion and teachers’ efficacy in China. This study surveyed 266 general teachers in China to understand the role of teachers’ efficacy on inclusive education between school climate and teachers’ attitude. The results indicated that teachers hold positive attitudes towards inclusion on average, especially in the dimension of affection. Additionally, school climate, teachers’ efficacy and teachers’ attitude were significantly associated, and the mediating effect of teachers’ efficacy between school climate and teachers’ attitude were proved by mediation analyses. The findings suggested that creating more inclusive school climate and improving general teachers’ knowledge and skills on inclusive education, especially the skills on collaboration with others, which could contribute to promote more positive attitude on inclusive education of general teachers.

The relationship between school climate and general teachers’ attitude toward inclusion in China: the mediation effect of teachers’ efficacy