Building School Capacity for Inclusive Education in the Sultanate of Oman: A Construct Validation of the Inclusive School Climate Scale

被引：8

作者：

Emam, Mahmoud Mohamed ^{[1
]}

Al-Mahdy, Yasser F. Hendawy ^{[2
,3
]}

机构：

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

[2] Sultan Qaboos Univ, Coll Educ, Dept Educ Fdn & Adm, Educ Adm & Leadership, POB 32,PC 123, Muscat, Oman

[3] Ain Shams Univ, Coll Educ, Dept Comparat Educ & Educ Adm, Cairo, Egypt

来源：

LEADERSHIP AND POLICY IN SCHOOLS | 2022年 / 21卷 / 02期

关键词：

TEACHER EFFICACY; SOCIAL-JUSTICE; SELF-EFFICACY; LEADERSHIP; PERCEPTIONS; VALIDITY; CHILDREN; STUDENT;

D O I：

10.1080/15700763.2020.1770803

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

The purpose of this study was to develop and validate the Inclusive School Climate Scale (ISCS) in order to assess how schools in Oman are building capacity for inclusive education successful practices. The 23-item ISCS was developed and administered to 287 teachers from schools in Oman. The results showed three main factors that reflected the ability of schools to build capacity for inclusive practices and create an inclusive climate for students. Reliability and validity analysis of the ISCS suggested that the scale provides a reliable measure. Implications for cross-cultural examination of the ISCS are discussed.

引用

页码：329 / 344

页数：16

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