The classroom engagement of LRC students(special students learning in regular classrooms)is an important indicator to evaluate the quality of inclusive education and is influenced by teacher factors.This study surveyed 847 teachers in the compulsory education to investigate the status of teachers'perceived social support,inclusive efficacy and LRC students'classroom engagement.The results showed that teachers'perceived social support and LRC students'classroom engagement were at medium low level,and teachers'inclusive efficacy were at medium level;teachers'perceived social support assessed based on type and source both significantly positively predicted inclusive efficacy and LRC students'classroom engagement;among the five sources of social support,only professional support and parental support significantly predicted LRC students'classroom engagement,and professional support,leader support and family support significantly predicted teachers'inclusive efficacy;teachers'inclusive efficacy partially mediated the relationship between teachers'perceived social support and LRC students'classroom engagement.The research implicated that improvement of the inclusive education quality needs more social support,especially provision of professional special education support.This is conducive to improving the teachers'inclusive efficacy and LRC students'classroom engagement.
learning in regular classroomsocial supportteacher inclusive efficacyclassroom engagement
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