‘Much ado about something’ how school leaders affect attitudes towards inclusive education: the case of Oman

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The development of inclusive education (IE) is arguably the biggest challenge currently facing school systems in Oman. School leadership (SL) was argued to be a determinant of organisational effectiveness and an antecedent of organisational commitment (OC). The current study investigated how SL affects teachers’ attitudes towards inclusive education (TATIE). A total of 378 teachers from both genders responded to the Principal Leadership Style (PLS), Scale of Teachers’ Attitudes towards Inclusive Classrooms (STATIC), and the Organisational Commitment Questionnaire (OCQ). Using structural modeling, we tested a set of hypotheses drawn from a conceptualised model which we developed from previous research evidence. Results supported our conceptualised model. OC was found to mediate the relationship between PLS and TATIE. Further, different PLSs showed different indirect effects on TATIE through OC. Results are discussed in relation to the context of Oman.

Original languageEnglish
Pages (from-to)1-19
Number of pages19
JournalInternational Journal of Inclusive Education
Publication statusAccepted/In press - Dec 20 2017



  • assessment
  • educational leadership
  • Inclusive education
  • Oman

ASJC Scopus subject areas

  • Education
  • Arts and Humanities (miscellaneous)

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