Educational Leadership Research

Abstract This study aimed to design and validate an empowerment program for elementary school teachers in integrated-inclusive education. A sequential exploratory mixed-method approach was employed. In the qualitative phase, document analysis and qualitative content analysis with a deductive approach using a conceptual matrix were conducted. Based on a review of the theoretical foundations and prior research on teacher empowerment programs in integrated-inclusive education, an initial matrix was developed. Then, semi-structured interviews with 25 experts in integrated-inclusive education and 33 relevant documents, selected through purposive sampling, were analyzed using deductive content analysis. After integrating the extracted codes from interviews and documents, an optimal teacher empowerment model was formulated, identifying key components such as objectives, educational content, teaching methods, and assessment strategies. In the quantitative phase, Fuzzy Delphi analysis was employed to assess the construct validity of the model using the average variance extracted (AVE), while Cronbach’s alpha was used to evaluate the reliability of the model’s latent variables. The results showed that AVE values exceeding 0.5 confirmed the model’s adequacy, and Cronbach’s alpha coefficients above 0.7 indicated an acceptable level of reliability. Therefore, the proposed model can be effectively utilized in teacher empowerment programs for elementary school teachers in integrated-inclusive education, significantly contributing to the enhancement of program quality.