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This study explores the critical role of teacher efficacy in implementing inclusive education (IE) within China, focusing on three key dimensions: providing inclusive instruction, collaborating with colleagues, and managing student behavior. Despite China’s policy-level advancements in IE, challenges persist, particularly in teacher preparedness, confidence, and resource availability. This study employed a quantitative, cross-sectional design, analyzing survey data from 211 primary and secondary school teachers across four Chinese cities (Beijing, Tianjin, Chengdu, and Qingdao). Regression analysis examined how teacher self-efficacy in three core domains—collaboration, inclusive instruction, and behavior management—predicted implementation of inclusive practices. The findings reveal that teacher efficacy in collaboration with colleagues is the strongest predictor of inclusive practices, highlighting the importance of professional cooperation in IE. However, gaps in teacher confidence, particularly in behavior management and instructional adaptation, pose significant barriers to effective inclusion. These insights emphasize the need for targeted professional development programs and policy interventions to enhance teacher readiness for IE. By offering an empirical perspective from a non-Western educational setting, this study contributes to the growing body of literature on IE. The findings hold practical implications for policymakers, teacher training programs, and school leadership, providing strategies to foster a more inclusive educational environment in China. Plain Language Summary Teachers Stronger Together: How Collaboration Makes Inclusive Classrooms Work in China This study investigates how Chinese teachers’ confidence in their abilities affects inclusive education practices. Focusing on three key domains – adapting teaching methods for diverse learners, collaborating with stakeholders, and managing classroom behavior – the research surveyed 211 teachers across four Chinese cities. Findings indicate that confidence in connection emerges as the strongest predictor of successful inclusive practices, surpassing the significance of individual pedagogical skills or behavioral strategies. While China has established progressive inclusive education policies, persistent implementation challenges remain. The data identifies notable deficiencies in teachers’ readiness for curriculum adaptation and behavioral support, even among those with professional training. Current development programs appear overly theoretical, lacking sufficient practical classroom orientation. Key recommendations include institutionalizing structured collaboration opportunities, such as regular co-planning sessions, and redesigning training programs to emphasize applied skills. Systemic improvements, including enhanced access to special education resources, are also suggested. These findings highlight the importance of collaborative frameworks and practical support systems for advancing inclusive education. The study contributes to global discussions on effective inclusion strategies, particularly in non-Western educational contexts facing similar implementation challenges.

Purpose This paper aims to investigate the role of collaborative leadership in government digital transformation in the Sultanate of Oman. To analyze collaborative leadership, the research examines four exogenous variables: self-directed team, power-sharing, relational intelligence and agility. The endogenous variable chosen to represent Oman's e-Government performance is organizational performance. Design/methodology/approach A quantitative method was applied to gather cross-sectional data in a questionnaire survey. Using a stratified sampling technique, the data were collected from 100 information and communication technology and e-government officials who assume leadership responsibilities. Partial least square structural equation modeling (PLS-SEM) examined measurement and structural models. Findings The role of collaborative leadership in the performance of government digital transformation in the Sultanate of Oman was examined in this study. Collaborative leadership was categorized into four exogenous variables: self-directed team, power-sharing, relational intelligence and agility. Oman’s e-government performance operationalized as the organizational performance was selected as the endogenous variable. The results show that the self-directed team and agility components of collaborative leadership significantly positively impacted the performance of government digital transformation in the Sultanate of Oman. Research limitations/implications The major limitation of this research was that the study covered only four collaborative leadership attributes: self-directed teams, power-sharing, relational intelligence and agility. The study should have covered building trust, commitment, emotional intelligence, vision and communication skills. Practical implications These results are important for government policy creators and decision-makers aiming to enhance government digital transformation performance by leveraging collaborative leadership. Social implications Addressing collaborative leadership in management can be done through awareness of its importance to critical decision-makers and embedding it in the organization's governance, policies and human resource career path. In particular, it is recommended that public sector leaders continuously monitor self-managing teams and teamwork practices within the organization. Originality/value The originality and contribution of the above article lie in its investigation of the role of collaborative leadership in the context of government digital transformation in the Sultanate of Oman. The study contributes to the existing literature by examining the impact of four exogenous variables, self-directed team, power-sharing, relational intelligence and agility, on collaborative leadership. Additionally, the research uses a quantitative approach and uses PLS-SEM to analyze the data. The findings highlight the significant positive impact of self-directed team and agility components of collaborative leadership on the performance of government digital transformation. These insights provide valuable implications for government policy creators and decision-makers aiming to enhance digital transformation in the public sector by effectively implementing collaborative leadership strategies.