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

In response to the need for facilitating sustainable development of inclusive education, this study conducts a pioneering attempt analyze relationship between two types school leadership, organizational (i.e., distributed DL) and individual teacher TL), self-efficacy among education teachers in Mainland China. A total 893 from primary schools Beijing Shenzhen, China, participated study. Structural equation modeling examining direct mediating effects was conducted on collected data. The findings imply that principal-distributed leadership both positively predicted self-efficacy. Additionally, its dimensions, namely advocating values liaising with an external support system, significantly mediated influences implications Chinese other similar contexts are discussed.