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June 26, 2026Autism

Teachers’ Readiness and Collective Efficacy for Autism Inclusion: Insights From Oman and Egypt

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Authors

MEMahmoud Mohamed EmamMIMárcia IsmaelLSLaila Al Salmi

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Overview

Examines teachers' readiness for autism inclusion in Egypt and Oman, highlighting the role of collective efficacy and personal beliefs.

Key Points

  • The study aims to understand how teachers' perceptions and collective efficacy influence their readiness for inclusive teaching of autistic students.
  • Survey of 436 teachers in Egypt and Oman
  • Analysis of professional knowledge and affective readiness using validated measures
  • Hierarchical regression analyses to assess predictors of readiness
  • Teachers' perceptions were the strongest predictors of readiness outcomes.
  • Higher professional knowledge (R² = .455) and affective readiness (R² = .448) were reported, particularly in Oman.
  • Collective efficacy positively influenced associations between teachers' beliefs and readiness.

Cite This Study

Emam et al. (2026) studied this question.

synapsesocial.com/papers/6a3e16cd030ad1a9b3090819https://doi.org/10.1177/13623613261455371
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