Evaluating inclusive school practices: A multilevel analysis of teacher readiness, climate, and student outcomes

IF 3.9 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Studies in Educational Evaluation Pub Date : 2026-03-01 Epub Date: 2025-12-04 DOI:10.1016/j.stueduc.2025.101542

Mahmoud Emam , Laila Z. Al-Salmi , Wafaa Mohammed Moawad Abd-El-Aal , Adel Hemdan

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Abstract

This study investigates how teacher knowledge and attitudes toward inclusive education are associated with student outcomes, with inclusive school climate serving as a mediating mechanism. Drawing on data from 143 teachers and 2747 students across 31 Omani public schools, a multilevel structural equation modeling (MSEM) approach was used to assess cross-level effects. The findings reveal that both teacher knowledge and attitudes are associated with perceptions of inclusive school climate, which in turn is associated with student attitudes and experiences of inclusion. The study supports the view that that inclusive education is co-constructed across individual and institutional levels and underscores the pivotal role of school climate in linking teacher dispositions with student-level equity outcomes. Implications are discussed for teacher training, leadership development, and systemic reform in Oman and similar contexts. These results highlight the importance of building inclusive school environments that align teacher readiness with student inclusion, advancing equity-oriented educational practice.

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评估包容性学校实践：教师准备、氛围和学生成果的多层次分析

本研究探讨教师对全纳教育的知识和态度对学生成绩的影响，并以全纳学校氛围为中介机制。利用来自阿曼31所公立学校的143名教师和2747名学生的数据，采用多层结构方程模型（MSEM）方法来评估跨水平效应。研究结果表明，教师的知识和态度都与包容性学校气候的感知有关，而包容性学校气候又与学生的态度和包容体验有关。该研究支持了这样一种观点，即全纳教育是在个人和机构层面共同构建的，并强调了学校氛围在将教师倾向与学生水平的公平结果联系起来方面的关键作用。讨论了在阿曼和类似背景下的教师培训，领导力发展和系统改革的影响。这些结果突出了建立包容性学校环境的重要性，使教师准备与学生包容保持一致，推进以公平为导向的教育实践。

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来源期刊

Studies in Educational Evaluation Multiple-

CiteScore

6.90

自引率

6.50%

发文量

审稿时长

62 days

期刊介绍： Studies in Educational Evaluation publishes original reports of evaluation studies. Four types of articles are published by the journal: (a) Empirical evaluation studies representing evaluation practice in educational systems around the world; (b) Theoretical reflections and empirical studies related to issues involved in the evaluation of educational programs, educational institutions, educational personnel and student assessment; (c) Articles summarizing the state-of-the-art concerning specific topics in evaluation in general or in a particular country or group of countries; (d) Book reviews and brief abstracts of evaluation studies.