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Children with special educational needs often experience discrimination in inclusive classrooms when their academic needs are not adequately met, restricting their opportunities to benefit fully from inclusive education. Poor inclusive classroom management (CM) has frequently been identified in the literature as a key factor contributing to this issue, closely linked to teachers’ self-efficacy in CM—beliefs about their ability to manage inclusive classrooms effectively.

This study proposes a mediation model based on the integrated model of Tschannen-Moran et al. (1998) to examine whether pre-service teachers' beliefs about CM mediate the relationship between their perceptions of teacher education courses and their self-efficacy in CM.

The study advocates targeted interventions focusing on inclusive practices, including structured classroom observations to evaluate pre-service teachers' CM skills.

Overall, high-quality course content and instruction can serve as powerful mastery and vicarious experiences, which in turn reinforce beliefs about effective management strategies. When such beliefs align with practice expectations, they directly enhance efficacy for handling reactive classroom challenges.

Findings from this study underscore the need to improve the quality of CM course content and instruction. As such, this study recommends that CM training programs incorporate more practical, context-specific learning experiences, including coaching and real-world scenarios, to strengthen both reactive and proactive teacher beliefs and self-efficacy effectively.

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