Principal Leadership, Teacher Training, and Inclusive Facilities as Predictors of Inclusive Education Quality in Inclusive Senior High Schools in Pekanbaru, Indonesia

Wahyu Ningsih; Endang Sri Budi Herawati

doi:10.59890/ijetr.v3i4.234

Authors

Wahyu Ningsih Universitas Negeri Yogyakarta
Endang Sri Budi Herawati Universitas Negeri yogyakarta

DOI:

https://doi.org/10.59890/ijetr.v3i4.234

Keywords:

Principal Leadership,Teacher Training, Inclusive Facilities, Inclusive Education, Education Quality

Abstract

This study analyses the influence of principal leadership, teacher training, and inclusive facilities on the quality of inclusive education in senior high schools implementing inclusive programmes in Pekanbaru, IndonesiaA quantitative approach with a correlational ex post facto design was employed. The sample comprised 105 teachers from two inclusive senior high schools selected through proportional stratified random sampling. The results show that principal leadership, teacher training, and inclusive facilities jointly exert a significant influence on the quality of inclusive education (R = 0.763, R² = 0.582, F = 46.807, p < .001). Partially, principal leadership (β = 0.771, p < .001) and inclusive facilities (β = 0.218, p = .002) have positive, significant effects, whereas teacher training (β = –0.139, p = .248) does not show a statistically significant effect when entered into the model alongside the other predictors. These findings highlight that strengthening inclusive education quality at senior high school level requires inclusion-oriented principal leadership and adequate inclusive facilities, accompanied by a redesign of teacher training that is more contextual, practice-based, and sustained investment in disability-friendly facilities, and need-based teacher professional development linked directly to supervision, professional learning communities, and ongoing monitoring of inclusive classroom practice.

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