Teachers’ efficacy for inclusive practices in the Sultanate of Oman: Effect of gender and teaching experience

Mahmoud Mohamed Emam*, Yasser F.Hendawy Al-Mahdy

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

7 Citations (Scopus)


The current study investigated teachers’ efficacy for inclusive practices (TEIP) in public schools in the Sultanate of Oman, exploring the effect of teacher gender and years of experience. The TEIP scale was administered to teachers in Oman. Participants included 287 basic school teachers selected from schools identified as embracing and implementing inclusive practices in the capital and largest city of Oman. Confirmatory factor analysis supported the three-factor model of the Arabic version of the TEIP scale. Omani teachers showed high levels on TEIP three dimensions and general construct. Gender differences were found in TEIP general factor, efficacy in using inclusive instruction (EII), and efficacy in collaboration favoring female teachers, whereas no gender differences were found in efficacy in managing behavior. Novice and experienced teachers reported higher TEIP in efficacy in collaboration compared to teachers with moderate experience, whereas experienced teachers and teachers with moderate teaching experience reported higher TEIP compared to novice teachers. Implications of the study results are discussed in relation to the development of inclusive practices in Oman.

Original languageEnglish
Pages (from-to)170-192
JournalSchool Psychology International
Issue number2
Publication statusPublished - Apr 1 2020


  • Arabic version
  • confirmatory factor analysis
  • Oman
  • teachers’ efficacy for inclusive practices

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology
  • Psychiatry and Mental health


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