Predicting the Formulation and Implementation of Individualized Educational Plans Through Collaborative Teaching Responsibilities and Leadership Skills Among Receiving Teachers

Poorly developed and inadequately implemented Individualized Education Plans (IEPs) continue to pose significant challenges in special education. This study employed a predictive research design to examine whether collaborative teaching responsibilities and leadership skills significantly predict the formulation and implementation of Individualized Education Plans among 169 public receiving teachers selected through stratified random sampling. Multiple regression analysis revealed that both predictors significantly influenced the criterion variable, resulting in a statistically significant regression model. The model yielded a coefficient of determination (R²) of 35.3%, indicating that collaborative teaching responsibilities and leadership skills collectively explained 35.3% of the variance in the formulation and implementation of IEPs, while the remaining 64.7% may be attributed to other factors not included in the model. These findings support the Social Interdependence Theory, emphasizing the importance of collaboration and shared responsibility in achieving effective educational outcomes. Practically, the results underscore the need for schools to strengthen collaborative planning, coordinated instructional interventions, and joint progress monitoring among teachers. Furthermore, school leaders should foster effective IEP implementation by providing continuous professional development, adequate instructional resources, and meaningful stakeholder engagement to enhance inclusive education practices.