Assessing the Implementation of Inclusion and Inclusivity Strategies in East Jerusalem Primary Schools: A Study from the Viewpoints of School Principals and Teachers


Authors : Bayan Ali Muhammad Awar

Volume/Issue : Volume 10 - 2025, Issue 5 - May

Google Scholar : https://tinyurl.com/ubhmvz7h

DOI : https://doi.org/10.38124/ijisrt/25may2077

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Abstract : This study aimed to explore the extent of implementation of inclusion and inclusivity strategies in elementary schools in East Jerusalem from the perspectives of principals and teachers. It focused particularly on the influence of variables such as gender, job title, educational qualification, and years of experience on these practices. Data were collected using a questionnaire consisting of 29 items, distributed among a sample of 117 participants (104 teachers and 13 principals). The data were analyzed using means, standard deviations, t-tests, and one-way ANOVA. The main findings revealed that gender did not produce statistically significant differences in the application of inclusion strategies, indicating that male and female educators hold similar attitudes towards these strategies. Likewise, no significant differences were found between teachers and principals regarding their perceptions of implementing inclusion and inclusivity, suggesting alignment in viewpoints between the two groups. However, years of experience showed significant effects, with participants having more than ten years of experience reporting higher levels of strategy implementation compared to those with fewer years of experience. Based on these results, the study recommends providing ongoing training programs for both teachers and principals to enhance their understanding and application of inclusion strategies. It also encourages the exchange of experiences between educators to promote best practices in inclusive education. Additionally, future research should investigate the impact of other variables, such as educational qualifications, on the implementation of inclusion strategies. This study contributes valuable insights into the application of inclusion and inclusivity strategies in East Jerusalem’s elementary schools and calls for continued efforts to improve these practices in line with the best educational standards.

Keywords : Inclusion and Inclusivity Strategies, Inclusive Education in East Jerusalem, School Principals' Views on Inclusivity, Teachers' Attitudes Toward Inclusion, Primary Schools in East Jerusalem.

References :

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 https://doi.org/10.1016/j.ijedudev.2021.102110

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This study aimed to explore the extent of implementation of inclusion and inclusivity strategies in elementary schools in East Jerusalem from the perspectives of principals and teachers. It focused particularly on the influence of variables such as gender, job title, educational qualification, and years of experience on these practices. Data were collected using a questionnaire consisting of 29 items, distributed among a sample of 117 participants (104 teachers and 13 principals). The data were analyzed using means, standard deviations, t-tests, and one-way ANOVA. The main findings revealed that gender did not produce statistically significant differences in the application of inclusion strategies, indicating that male and female educators hold similar attitudes towards these strategies. Likewise, no significant differences were found between teachers and principals regarding their perceptions of implementing inclusion and inclusivity, suggesting alignment in viewpoints between the two groups. However, years of experience showed significant effects, with participants having more than ten years of experience reporting higher levels of strategy implementation compared to those with fewer years of experience. Based on these results, the study recommends providing ongoing training programs for both teachers and principals to enhance their understanding and application of inclusion strategies. It also encourages the exchange of experiences between educators to promote best practices in inclusive education. Additionally, future research should investigate the impact of other variables, such as educational qualifications, on the implementation of inclusion strategies. This study contributes valuable insights into the application of inclusion and inclusivity strategies in East Jerusalem’s elementary schools and calls for continued efforts to improve these practices in line with the best educational standards.

Keywords : Inclusion and Inclusivity Strategies, Inclusive Education in East Jerusalem, School Principals' Views on Inclusivity, Teachers' Attitudes Toward Inclusion, Primary Schools in East Jerusalem.

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Paper Submission Last Date
31 - July - 2025

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