This study investigates the extent to which inclusive school climate (ISC) and teacher efficacy for inclusive instruction (TEII) contribute to fostering teacher commitment (TC) within inclusive education settings in Omani public schools. Participants comprised 535 general education teachers from schools implementing the Learning Disabilities Support Program across Oman. Structural equation modeling (SEM) was employed to test a hypothesized model in which teacher self-efficacy mediates the relationship between school climate and TC. Results indicate that ISC significantly enhances TC, both directly and indirectly, through the mediating role of self-efficacy. Among the ISC dimensions--Teacher Prosocial Motivation Toward Inclusive Practices (TPMTIP), Inclusive Leadership (IL), and Academic Excellence (AE)--TPMTIP emerged as the strongest predictor of TC, followed by IL, whereas AE demonstrated a weaker and nonsignificant association. These findings underscore the importance of strengthening TPMTIP, alongside cultivating inclusive leadership, as key drivers of teacher commitment. Targeted professional development initiatives are recommended to reinforce these dimensions and sustain educators' engagement in inclusive education. The study offers meaningful implications for school leaders, policymakers, and education reform advocates seeking to advance inclusive educational practices in Oman and comparable contexts.