Abstract
This study aims to develop an integrative model to enhance the quality of inclusive education based on digital literacy, achievement-oriented school culture, and teacher work motivation at public elementary schools in the Candisari District, Semarang City. A quantitative approach was employed using survey methods and path analysis. Data were collected from 105 teachers through closed-ended questionnaires and analyzed using multiple linear regression and path analysis. The results revealed that all three independent variables had a significant positive effect on the quality of inclusive education. Moreover, digital literacy and achievement culture indirectly influenced quality through teacher motivation as a mediating variable. The developed integrative model achieved an R² value of 0.748, indicating strong predictive power. The findings underscore the importance of a systemic and synergistic approach in improving inclusive education quality through the enhancement of teacher competencies and supportive school culture.
First Page
276
Last Page
291
Recommended Citation
Listyowati, L.,
Maryanto, M.,
&
Egar, N.
(2025).
The Integrative Model for Strengthening the Quality of Inclusive Education Based on Digital Literacy, Achievement Culture, and Teacher Work Motivation.
Journal of ICSAR, 9(2), 276-291.
DOI: https://doi.org/https://doi.org/10.17977/um005v9i22025p276-291
Available at:
https://citeus.um.ac.id/icsar/vol9/iss2/8