The Influence of Instructional Leadership, Educational Facilities and Infrastructure, And Special Education Teachers' Competence on the Quality of Inclusive Education Services in Elementary Schools in Mataram City
Abstract
The quality of inclusive education services is a key indicator of the successful implementation of an education system that ensures equitable learning opportunities for all students, including those with special educational needs (SEN). However, the implementation of inclusive education in elementary schools continues to face significant challenges, particularly in terms of instructional leadership, the availability of educational facilities and infrastructure, and the competence of special education teachers. This study aimed to examine the effects of instructional leadership, educational facilities and infrastructure, and special education teachers' competence on the quality of inclusive education services in elementary schools in Mataram City, Indonesia. A quantitative approach with an explanatory research design was employed. The study involved 462 teachers from 41 inclusive elementary schools, from which 214 respondents were selected using simple random sampling. Data were collected through a validated and reliable questionnaire and analyzed using multiple linear regression. The findings revealed that instructional leadership, educational facilities and infrastructure, and special education teachers' competence had positive and significant effects on the quality of inclusive education services, both individually and collectively. Simultaneously, the three independent variables produced a significant regression model (F = 305.570, p < 0.001) with a coefficient of determination of 88.1%, indicating that they explained a substantial proportion of the variance in the quality of inclusive education services. These findings highlight that improving the quality of inclusive education services requires the integration of effective instructional leadership, adequate and accessible educational facilities, and competent special education teachers to support responsive learning environments that address the diverse needs of students with special educational needs.
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DOI: http://dx.doi.org/10.18415/ijmmu.v13i9.7713
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