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

被引：12

作者：

Al-Mahdy, Yasser F. H. ^{[1
,2
]}

Emam, Mahmoud Mohamed ^{[3
,4
]}

机构：

[1] Sultan Qaboos Univ, Dept Educ Adm, Coll Educ, Muscat, Oman

[2] Ain Shams Univ, Dept Fdn Educ & Educ Adm, Cairo, Egypt

[3] Sultan Qaboos Univ, Coll Educ, Dept Psychol, POB 32 Al Khod, Muscat 123, Oman

[4] Assiut Univ, Coll Educ, Dept Educ Psychol, Assiut, Egypt

来源：

INTERNATIONAL JOURNAL OF INCLUSIVE EDUCATION | 2018年 / 22卷 / 11期

关键词：

Inclusive education; educational leadership; assessment; Oman; TEACHERS JOB-SATISFACTION; ORGANIZATIONAL COMMITMENT; INSTRUCTIONAL LEADERSHIP; DISTRIBUTED LEADERSHIP; PERCEPTIONS; CULTURE; MANAGEMENT; CHALLENGE; PRINCIPAL; JUSTICE;

D O I：

10.1080/13603116.2017.1417500

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

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.

引用

页码：1154 / 1172

页数：19

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