شبكة المعلومات العربية التربوية

Despite the growing emphasis on inclusive education, to date, no research has specifically examined how professional development, multidisciplinary team collaboration, and institutional support impact teachers’ perceived readiness for inclusive education in Armenian schools in Lebanon. The study investigated the relationships between these variables, guided by teacher efficacy theory. A cross-sectional research design was employed to assess 122 teachers’ perceived readiness for inclusive education, using the teacher efficacy for inclusive practices (TEIP) scale, alongside demographic items to gather information on teachers’ professional development and institutional support. The findings revealed that professional development hours were not significantly related to teachers’ perceived readiness, while multidisciplinary collaboration demonstrated a strong, statistically significant positive relationship with readiness. Institutional support was also significantly related to readiness; however, the strength of the relationship is weak. The findings provided evidence-based recommendations to strengthen teacher preparation and readiness by enhancing multidisciplinary collaboration and integration of institutional support in Armenian schools in Lebanon, supporting a more inclusive and effective learning environment. (Author's abstract)