Literaturnachweis - Detailanzeige
| Autor/inn/en | Al-Mahdy, Yasser F. H.; Emam, Mahmoud Mohamed |
|---|---|
| Titel | 'Much Ado about Something' How School Leaders Affect Attitudes towards Inclusive Education: The Case of Oman |
| Quelle | In: International Journal of Inclusive Education, 22 (2018) 11, S.1154-1172 (19 Seiten)Infoseite zur Zeitschrift
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| Zusatzinformation | ORCID (Al-Mahdy, Yasser F. H.) ORCID (Emam, Mahmoud Mohamed) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1360-3116 |
| DOI | 10.1080/13603116.2017.1417500 |
| Schlagwörter | Foreign Countries; Inclusion; Teacher Attitudes; Disabilities; Principals; Leadership Styles; Correlation; Elementary School Teachers; Oman |
| Abstract | 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. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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