Low parental involvement persists. This study examined the mediating role of general education teacher self-efficacy in the relationship between concerns about inclusive education and parental involvement. Using a predictive design with 150 general education teachers selected through stratified random sampling and were analyzed using mediation analysis. The study found a significant partial mediation effect of teacher self-efficacy on the relationship between concerns about inclusive education and parental involvement, supporting the Bandura Social Cognitive Theory. Other variables may explain the remaining 33.7% variance influencing parental involvement. School leaders and policymakers may strengthen teacher self-efficacy and school–family partnership programs to enhance parent engagement in inclusive education.