The key aim of this mixed-method study is to examine how director’s transformational leadership impacts the inclusion of students with ASD in mainstream classrooms of Riyadh. Inclusion is extensively identified as a major component in education however, the role of school leadership, specifically transformational practices, is not thoroughly examined. The quantitative element involved 60 teachers across four educational institutes of Riyadh to evaluate teachers’ inclusive practices and director’s leadership behaviors. Regression analysis showed that inspirational motivation and individualized consideration were the key predictors of successful inclusion. Moreover, qualitative interviews with twelve teachers were thematically examined. The themes that emerged involved ‘leadership as Sentimental Constituent’, ‘Impassioned Teachers, Inspired Classrooms’, and ‘Vision Beyond Obedience.’ Teachers underscored director’s individualized assistance, role-modeling, and inspired vision as fundamental to forming inclusive settings for ASD pupils. The blend of both the findings revealed that transformational leadership encourages teachers’ motivation and inclusive practices. As a pilot, the study validates methodological viability and offers a basis for large-scale, longitudinal study.
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