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

Teacher intention toward employing inclusive practices is pivotal to determining instructional behaviors and teaching effectiveness of inclusive education. Although previous research evidenced that some individual antecedents such as self-efficacy predict teachers’ inclusive education intentions, few studies pay due attention to the integration of organizational and individual contributors to such intentions, especially in Mainland China. A cross-sectional study was conducted to investigate teacher intention to implement inclusive practices and its relationship to two types of facilitating factors: organizational (i.e., transformational leadership and school inclusion climate) and individual (i.e., teacher efficacy) in the context of mainland China. Structural equation modeling examining the direct and mediating influences was carried out among a sample of 780 teachers in Beijing, China. Research findings indicated that principal transformational leadership significantly predicted teachers’ inclusive education intentions directly and indirectly through school inclusion climate and teacher efficacy for inclusion. Teachers with higher inclusive efficacious beliefs exhibited more positive intentions to teach inclusively. The results stressed the significance of creating organizational conditions for inclusion and elevating the inclusive practitioners’ efficacy beliefs in inclusive schools. Possible explanations and implications were represented.