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.

中文翻译：

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阿曼苏丹国教师在包容性实践中的效率：性别和教学经验的影响

目前的研究调查了阿曼苏丹国公立学校教师在包容性实践 (TEIP) 方面的效率，探讨了教师性别和经验年限的影响。TEIP 量表适用于阿曼的教师。参与者包括 287 名基础学校教师，他们选自在首都和最大城市阿曼被确定为接受和实施包容性实践的学校。验证性因素分析支持阿拉伯语版 TEIP 量表的三因素模型。阿曼教师在 TEIP 三个维度和一般结构方面表现出很高的水平。在 TEIP 一般因素、使用包容性教学 (EII) 的效率和有利于女教师的协作效率中发现了性别差异，而在管理行为的效率上没有发现性别差异。与具有中等经验的教师相比，新手和有经验的教师报告的协作效率更高，而经验丰富的教师和具有中等教学经验的教师报告的 TEIP 高于新手教师。研究结果对阿曼包容性实践发展的影响进行了讨论。