Pedagogic Competence, School Climate, and Culture: Drivers of Learning Outcomes for Students with Disabilities in Indonesia

Abstract

Background: In many Indonesian inclusive schools, students with disabilities are often taught by classroom or subject teachers who serve as special guidance teachers without formal training in special education. This structural gap suggests that pedagogical competence, coupled with the school climate and culture, may not optimally support the learning outcomes of students with disabilities.

Objective: This study aims to determine the direct and indirect effects of the pedagogical competence of special guidance teachers on school climate, school culture, and, in turn, the learning outcomes of students with disabilities.

Methodology: Utilising a quantitative approach, the study surveyed 245 teachers from inclusive elementary schools in Tanah Laut Regency, Indonesia. A sample of 153 teachers was selected via purposive sampling. Data were analysed using Structural Equation Modelling (SEM), Partial Least Squares (PLS) via the SmartPLS application.

Results: Findings indicate that the pedagogical competence of special guidance teachers significantly strengthens school culture through a positive school climate. Furthermore, pedagogical competence improves the learning outcomes of students with disabilities both directly and indirectly. A positive school climate was found to be essential in forming a supportive school culture that enhances student performance.

Conclusion: The study finds that the pedagogical competence of special guidance teachers is a foundational element influencing school climate, culture, and student learning outcomes in inclusive educational settings.

Unique Contribution: This research provides an empirical evaluation of competence-building initiatives conducted by the Ministry of Primary and Secondary Education. It demonstrates that pedagogical training for special guidance teachers is critical to fostering inclusive school environments and improving service delivery for students with disabilities.

Key Recommendation: Competence-based training for special education teachers should be implemented on a larger scale to increase institutional capacity. Future research should expand the respondent base to include students, principals, and parents to provide a more holistic perspective.