Abstract This study examined heterogeneity in teachers' perceptions of inclusive education (IE) and their association with schools' fulfilment of IE indicators in Oman. Data were collected from 430 public‐school teachers using Arabic versions of the Sentiments, Attitudes and Concerns about Inclusive Education–Revised (SACIE‐R) and a localized Inclusive Education Fulfilment Scale derived from the Pacific‐INDIE framework. Confirmatory factor analyses supported the construct validity of both measures. Latent profile analysis identified three distinct teacher profiles: Reluctant but At‐Ease (32.1%), Committed but Conflicted (28.8%) and Open and Untroubled (39.1%). Educational stage significantly predicted one pairwise profile contrast, whereas teaching experience was not significant. Bolck–Croon–Hagenaars analyses revealed significant differences in institutional fulfilment across profiles, with the Reluctant but At‐Ease group reporting significantly higher fulfilment across all 10 domains of inclusive education fulfilment, as well as on the total fulfilment score, than the Committed but Conflicted and Open and Untroubled groups. No significant differences were found between the latter two profiles across any domain or on the total score. The findings underscore the complex relationship between teachers' psychological orientations and institutional capacity, highlighting the need to align inclusive policy reform with differentiated teacher support to sustain inclusive education.
Mahmoud Emam (Sat,) studied this question.