TY - JOUR
T1 - ‘Much ado about something’ how school leaders affect attitudes towards inclusive education
T2 - the case of Oman
AU - Al-Mahdy, Yasser F.H.
AU - Emam, Mahmoud Mohamed
N1 - Publisher Copyright:
© 2017, © 2017 Informa UK Limited, trading as Taylor & Francis Group.
PY - 2018
Y1 - 2018
N2 - 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.
AB - 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.
KW - Inclusive education
KW - Oman
KW - assessment
KW - educational leadership
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U2 - 10.1080/13603116.2017.1417500
DO - 10.1080/13603116.2017.1417500
M3 - Article
AN - SCOPUS:85038403702
SN - 1360-3116
VL - 22
SP - 1154
EP - 1172
JO - International Journal of Inclusive Education
JF - International Journal of Inclusive Education
IS - 11
ER -
