Chinese inclusive education teachers' agency within temporal-relational contexts

Teacher agency is a well debated concept in the literature, whereas little is known about the agency work of inclusive education teachers. This study quantitatively investigates the relationship between Chinese inclusive education teachers' agency work and their professional skills through the temporal-relational perspective on agency. Using a sample of 2549 Chinese inclusive education teachers, the study discusses the ways in which the relationship between teacher agency and professional skills can be moderated by teachers' professional experiences and mediated by ecological support. Findings from the study have implications for inclusive education practice and policy in China and elsewhere.