Teacher Training and Self-Efficacy on the Effectiveness of IEP Implementation in Mainstream Public Schools

Abstract

Low levels of instructional effectiveness in inclusive classrooms continue to pose challenges in achieving equitable education. This study examined the influence of school leadership practices and teacher collaboration on the effectiveness of inclusive instruction in public elementary schools. A predictive–correlational research design was employed, utilizing total enumeration and regression analysis to determine the relationships and predictive power of the study variables.