Recognition of increasing student diversity highlights the limitations of standards-based models of teacher professionalism. These frameworks often struggle to accommodate complexity, and risk reducing ethical and relational work to technical compliance and measurable outputs, thereby overlooking crucial qualities like care, autonomy, and situated judgement. This paper proposes the capability approach, initially developed by Amartya Sen and Martha Nussbaum, as a human-centred and justice-sensitive alternative for redefining teacher professionalism in superdiverse contexts. The capability approach shifts the evaluative focus from prescribed standards and outcomes to the real freedoms and opportunities (capabilities) teachers possess to be and do what they value as professionals. We argue for the normative and practical appeal of a capability-oriented model that would involve: (1) identifying valued professional functionings through participatory processes; (2) evaluating teachers’ real capabilities; and (3) understanding the personal, social, and environmental conversion factors affecting whether resources translate into substantive freedoms. This article contributes a conceptual model of capability-oriented teacher professionalism that integrates the capability approach’s normative and evaluative dimensions. The model offers a compelling theoretical shift away from universalising, outcomes-based models by centring teacher agency and reframing capability deprivation not as individual failure but as a result of interacting systemic barriers. Adopting this approach calls for policy and leadership to move away from standardisation towards plural, context-sensitive, and agency-enhancing professional trajectories.

This study investigated the attitudes and intentions towards the use of inclusive practices among teachers in Saudi schools, with a particular focus on the role of professional training in shaping these factors. Teachers are key to the implementation of inclusive education, and their training and attitudes are essential to effective teaching. Data were collected from 175 teachers, with participants completing the Attitudes to Inclusion Scale, Intention to Teach in Inclusive Classroom Scale, and Inclusive Practice Scale. The results indicate that teachers with more positive attitudes towards inclusion were more likely to express stronger intentions to teach in inclusive classrooms. The findings also highlighted the importance of professional development, emphasising the need for comprehensive training that addresses both theoretical and practical aspects of inclusion. There is a need for teacher training programmes that integrate both special education and inclusive teaching strategies to support teachers’ readiness to implement inclusive education in their classrooms.

A supportive and inclusive climate is essential for implementing inclusive education in schools, as it affects teachers' and students' happiness, sense of belonging and well-being. In this study, Emam & F. Hendawy Al-Mahdy's Inclusive School Climate Scale (ISCS) (2022) was translated and adapted into Chinese, with data collected from a sample of 1,418 in-service teachers. Confirmatory factor analysis and reliability tests confirmed that the Chinese version of the ISCS measurement exhibited acceptable validity and reliability. Furthermore, based on Bronfenbrenner's Social Ecological Theory (1979), this study examines the influence of Micro-, Meso-, and Macrosystem variables on Chinese teachers' perceptions of inclusive school climate. The study revealed that teachers' knowledge of inclusive legislation and the frequency of training sessions on teaching students with additional support needs positively influenced their perception of the inclusive school climate. In contrast, factors such as class size, the number of students with additional support needs, and teachers' years of experience teaching these students posed challenges to perceiving an inclusive climate in school settings. Five key strategies were proposed to enhance China's inclusive school climate, including enhancing teacher professional development, strengthening the inclusive support system, implementing inclusive policies and regulations, increasing school leadership commitment, and maximising regional strengths.

Based on the premise that the successful implementation of inclusion is largely dependent on the educators' commitment to inclusive ideals, this study sought to examine the ways principals promote an inclusive vision and foster the development of associated practices in their school community. The study employed an exploratory qualitative research design, collecting data through semi-structured interviews and focus groups with 12 principals of highly-ranked inclusive schools from four countries: Australia, Italy, Switzerland, and Spain. In so doing, the emphasis was placed on the principals' perspectives and practices that contribute to the development of an inclusive school culture. The iterative process of thematic analysis revealed five broad key factors that affect and impact school inclusivity, namely: institutional commitment to a collective inclusive culture; family partnership and co-responsibility; collaboration among key stakeholders (e.g. students, teachers, other staff); students' voice and agency; and building and sustaining inter-institutional partnerships. This paper concludes by advocating a community-based approach model to school inclusion by identifying key factors on which principals can rely to navigate material, social, and political challenges.

This study examined the impact of a yearlong, in-school consultation model designed to build educator capability in inclusive education. The model involved ongoing, collaborative consultation between school-based educators and an external specialist in inclusive education, with the aim of supporting teachers and education support staff to identify and address barriers to participation and learning for all students. Consultation was embedded within educators' daily practice through regular classroom observations, joint problem-solving, modeling of strategies, and feedback cycles. Outcomes were assessed in terms of changes in educator attitudes toward inclusive education and their observed use of inclusive practices over the course of the program. Findings contribute to the consultation literature by demonstrating how sustained, school-embedded professional learning can strengthen the implementation of inclusive teaching practices, even when attitudes remain relatively stable.

This study explored the perspectives of school principals from six Australian schools about what contributed to enhancing the collective efficacy of their staff to deliver inclusive practices. The data were collected using semi-structured interviews. A reflexive thematic analysis guided the qualitative enquiry. The study generated three themes regarding what principals believed enhanced the collective efficacy of their staff for inclusive education. Firstly, stakeholder collaboration, including effective teamwork among staff, students, their families, and leadership support, was established. Secondly, inclusion coherence was achieved through developing a collective vision for inclusion, effective communication, and professional learning. Thirdly, resourcing inclusion which involved the allocation of time for staff to develop and deliver inclusive practices, the provision of enough staff to support inclusion across various roles within the school, systemic supports, and inclusive facilities.

This article addresses how school leadership develops teacher capabilities for pedagogically responsive education in increasingly diverse contexts. Drawing on Sen's capability approach and the theory of practice architectures, it conceptualizes pedagogical responsiveness as a collectively supported capability-set rather than individual teacher dispositions. The study examines how leaders mediate discursive, material-economic and relational arrangements that enable or constrain teachers' agency to enact inclusive and socially just practices. It advances three propositions: (1) pedagogical responsiveness constitutes a collective capability; (2) school leaders orchestrate the arrangements that build these capabilities and (3) developing teacher capability for responsive education is central to realizing equity and inclusion goals in education. Findings show that locally produced practice arrangements act as institutional conversion factors shaping teachers' opportunity and agency freedom to develop and enact responsive practices. The article concludes by exploring how recognitive and redistributive leadership can reshape these arrangements, proposing an ecological framework for understanding how responsive practices emerge, sustain and transform in diverse schools, with implications for workforce development and educational justice.

This article proposes a metric of teacher capabilities for responsive and inclusive education, grounded in the Capability Approach. Reporting Phase 1 of a three-phase mixed-methods study, we analyse semi-structured interviews with sixteen stakeholders in Victoria, Australia, representing principal associations, teacher unions, disability advocacy groups, multicultural education organisations, refugee support services and teacher education. Codebook thematic analysis identified four interdependent capability vectors: recognition of self and others, responsivity to diversity, professional competency and advocacy for inclusion. Each vector encompasses capabilities representing substantive freedoms teachers require for socially just practice in superdiverse classrooms. Rather than measuring individual teacher performance, this metric evaluates whether institutional conditions enable responsive teaching, offering school leaders, policymakers and teacher educators a justice-based alternative to standards-based performance metrics.

IntroductionThis study examined perceptions of inclusive education among Saudi students with and without self-reported indicators of Specific Learning Disabilities (SLD), addressing limited evidence from Saudi schools.MethodsA correlational design was used with 694 Saudi students in Grades 4–9. Participants completed Arabic-translated and culturally adapted measures of inclusion climate and self-reported SLD indicators. Descriptive statistics, Cronbach's alpha, confirmatory factor analyses (CFA), Pearson correlations, and independent-samples t-tests were conducted.ResultsHigher self-reported SLD indicators were significantly associated with lower perceived inclusion. Female students and those accessing resource rooms reported higher SLD indicators, whereas perceived inclusion did not differ by gender or resource room access. Elementary students reported higher perceived inclusion than middle school students.DiscussionThe findings highlight developmental differences in inclusion experiences and underscore the importance of fostering belonging in inclusive schools. They also provide practical implications for strengthening inclusive practices and promoting equitable participation in mainstream education.

IntroductionWhile teachers’ individual and collective efficacy has been extensively studied with regard to promoting students’ academic success, teachers’ collective efficacy regarding inclusive practices has been largely neglected thus far, especially from an international perspective. International comparisons are of particular interest to any country or school system, respectively, as they can help to identify alternative approaches and opportunities for inclusive school development. The scale examined in this paper is ascertaining teachers’ collective efficacy with regard to inclusive education (TEIP-C) and is derived from a scale measuring (individual) Teachers’ Efficacy for Inclusive Practices (TEIP). This scale comprises three subscales termed Inclusive Instruction, Managing Behavior and Collaboration. Our major aim was to validate the tripartite structure of the original TEIP scale for the new TEIP-C scale and to demonstrate measurement invariance of the latter employing an international sample.MethodsThe sample comprised 897 teachers from Canada, Germany and Switzerland. Different Confirmatory Factor Analysis (CFA) models were combined with Exploratory Structural Equation Models (ESEM). Measurement invariance across countries was examined by means of a multiple group confirmatory factor analysis (MGCFA) approach. Afterwards, the variables gender, age and teaching experience were included simultaneously as predictors of collective teaching efficacy to specify a multiple indicator multiple cause model (MIMIC).ResultsWe successfully validated the tripartite structure of the original TEIP scale for the new TEIP-C scale and demonstrated its measurement invariance employing samples from Canada, Germany, and Switzerland. Based on similar validations, it now appears possible for researchers to freely combine either of the six subscales focusing on teachers’ individual or collective efficacy with regard to inclusive education in their questionnaires in future studies. While the three country samples did not differ regarding Inclusive Instructions, significant differences in favor of Canadian teachers became apparent for Collaborations (compared to both, Switzerland and Germany) as well as Managing Behavior (Germany).DiscussionOverall, the results underline the comparably high standards of inclusive teaching in Canada. Additional differences on the basis of the two subscales just mentioned pointed to somewhat lower ratings of collective teacher efficacy with respect to inclusive education by female teachers in Canada and Germany and older teachers in Switzerland.

Since 2011, Kazakhstan has made positive advances towards establishing inclusive education. To monitor ongoing progress effectively, this research aimed to validate the Teaching Efficacy for Inclusive Practices scale as an evidence-based approach on which to enable further decisions. Validation processes confirmed reliability for use in Kazakhstan. Subsequent analysis of data from 6,186 teachers revealed fairly positive perceptions of personal efficacy for providing inclusive instruction, managing behaviour, and collaboration. The implications for maintaining and enhancing inclusive practices in Kazakhstan are discussed considering these findings. Specific emphasis is placed on the identified impact of experience and increased training on improving perceived teacher efficacy; issues associated with the perceived challenges of behaviour management; and how these relate to the Government's focus on improvement and training through the introduction of the new 'comfortable' inclusive schools.

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We investigated post-pandemic recovery in education sector employees by role in 2024. The frameworks of the job demands-resources model and ecological systems theory were employed. Canadian educators (N = 243) completed surveys exploring their mental health (well-being, resilience, recovery), intention to leave their jobs, and their perceptions of students' current and post-pandemic needs. Quantitative findings revealed educators who intended to leave their jobs had poorer levels of mental health. Also, they were not meeting their students' needs adequately. The qualitative data showed that students with complex needs were disproportionally under- served. Theoretical, practical, and policy implications on equitable education are discussed.

Guided by the Theory of Planned Behaviour (TPB), this study investigated how the inclusive school climate, teachers' attitudes, and self-efficacy are related to their intentions to teach in inclusive classrooms. It also examined the impact of teachers' demographic characteristics on these belief constructs. Data were collected from 1,418 in-service teachers in China. Structural equation modelling demonstrated that the inclusive school climate positively predicted teachers' intentions to teach inclusively, primarily through the mediating roles of attitudes and self-efficacy towards inclusion. Furthermore, greater knowledge of inclusive policies, frequent interactions with people with additional support needs, and previous success in teaching such students were positively linked to inclusive intentions through these mediators. In contrast, longer teaching experience was negatively associated with their inclusive intentions. These findings underscore the need to cultivate supportive school climates and leadership to promote inclusive education.