Building School Capacity for Inclusive Education in the Sultanate of Oman: A Construct Validation of the Inclusive School Climate Scale

Mahmoud Mohamed Emam, Yasser F.Hendawy Al-Mahdy*

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

1 Citation (Scopus)

Abstract

The purpose of this study was to develop and validate the Inclusive School Climate Scale (ISCS) in order to assess how schools in Oman are building capacity for inclusive education successful practices. The 23-item ISCS was developed and administered to 287 teachers from schools in Oman. The results showed three main factors that reflected the ability of schools to build capacity for inclusive practices and create an inclusive climate for students. Reliability and validity analysis of the ISCS suggested that the scale provides a reliable measure. Implications for cross-cultural examination of the ISCS are discussed.

Original languageEnglish
Pages (from-to) 543
Number of pages566
JournalLeadership and Policy in Schools
Volume15
Issue number4
DOIs
Publication statusPublished - Apr 22 2022
Externally publishedYes

ASJC Scopus subject areas

  • Education
  • Strategy and Management

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