ORIGINAL RESEARCH article
Front. Educ.
Sec. Special Educational Needs
Teachers' Perceived Knowledge, Attitudes, and Readiness to Implement MTSS for Students with Disabilities in Saudi Arabia
Provisionally accepted
- Department of Special Education, Faculty of Education, Imam Muhammad ibn Saud Islamic University, Riyadh, Saudi Arabia
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Background: Effective implementation of the Multi-Tiered System of Supports (MTSS) depends largely on teachers' knowledge, attitudes and preparedness. This study assesses teachers' perceived knowledge, attitudes, and readiness to implement the MTSS for students with disabilities. Method: This study employed a cross-sectional descriptive survey design using descriptive analysis. Data were collected from 413 teachers from kindergarten, elementary, intermediate, and secondary mainstream schools across Riyadh, Saudi Arabia who were recruited using the simple random sampling method. Result: The findings revealed that teachers have a high level of knowledge of (M=3.95, SD= 0.679), a positive attitude towards (M =3.93, SD= 0.717), and a strong readiness to (M =4.08, SD= 0.709) implement MTSS. Conclusion: The findings highlight the need for ongoing professional development to translate teachers' positive perceptions into effective MTSS practices. Future research should examine how these factors translate into practices. The application of qualitative methods would provide deeper insights into how teachers apply MTSS in practice.
Keywords: MTSS, Teacher, Perceived knowledge, Attitude, readiness, Mainstream school
Received: 06 Sep 2025; Accepted: 24 Nov 2025.
Copyright: © 2025 Alsudairy, Alkeraida, Alhilfi and Eltantawy. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Ali Alkeraida, aaalkeraida@imamu.edu.sa
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