Teachers’ Concerns Regarding Inclusive Education in Lebanon

Abstract

This thesis examines Lebanese elementary teachers’ concerns regarding inclusive education using the Concerns-Based Adoption Model (CBAM). The study adopted a quantitative, non-experimental design and collected data from 181 teachers working in public and private schools in Beirut and Greater Beirut. The findings showed that teachers were actively engaged with inclusive education, with the highest concerns related to collaboration, information, and personal understanding of their roles. Management-related concerns were comparatively lower. At the Nature of Concern level, teachers reported stronger self and impact concerns than task concerns, suggesting that their engagement with inclusion was closely connected to student outcomes and personal role expectations. Differences between public and private school teachers were limited, although private school teachers reported higher scores in some impact-related areas. The study highlights the importance of continuous, context-sensitive support, structured collaboration, and sustained professional development to strengthen inclusive education implementation in Lebanon.