The relationship between participation in decision-making and attitudes towards school inclusion policies

Abstract

Introduction. One of the essential conditions for creating an inclusive educational environment in schools is the management of the process, which depends on balancing effectiveness and equity. Aim. The current research aims to analyse the relationship between school employees’ engagement in the decision-making process and their attitudes towards inclusive educational policies. Methodology and research methods. The survey was conducted using questionnaires and A/B testing (Saati’s method) in accordance with the authors’ methodology. A total of 104 employees from 34 different schools in Tyumen and the Tyumen Region participated in the study, divided into two groups: those who make decisions within the educational entity and those who execute those decisions. The A/B testing method enabled participants to adopt a reflective stance regarding inclusive processes. Results. Experts emphasise the significant deficits in professional training (47%) and psychological training (33%) for teachers in the field of inclusive education. A direct correlation has been identified between the education provided in inclusive settings and the level of student engagement in schools. Additionally, a relationship exists between the professional competence of educators in inclusive education and their psychological readiness to implement this approach. Experts also highlight the presence of latent resistance to inclusive policies and identify varying priorities in promoting the well-being of both unaffected students and children with disabilities. The psychological and physical protection of teachers is considered crucial for their subjective well-being. However, less emphasis is placed on involving parents and students in decision-making processes and ensuring a transparent and equitable mechanism for resource allocation. Ultimately, the prestige of the school is often prioritised over the subjective well-being of teachers. Scientific novelty. An authors’ toolkit based on the A/B testing method has been developed to examine the perspectives of school staff on inclusive policy priorities in education. Practical significance. The research findings can be valuable for school administrators as they reflect on management decisions regarding the prioritisation of progress amid inclusive transformation.