ABSTRACT

Purpose: Despite strong evidence supporting the effectiveness of the Multi-Tiered System of Supports (MTSS) in enhancing students’ academic outcomes and reducing behavioral challenges, its successful implementation largely depends on teachers’ knowledge and ability to apply its principles. Yet, teachers’ knowledge varies considerably, shaped by a range of demographic variables. Therefore, this study aimed to examine demographic differences specifically (gender, specialty, educational qualification, and number of training programs) in teachers’ knowledge of MTSS implementation for students with disabilities. Methodology: The study adopted a quantitative descriptive design and used multiple statistical techniques for analysis. Data were collected using a simple random sampling method, involving 166 general education teachers and 247 special education teachers working in mainstream schools across Riyadh, Saudi Arabia. Findings: The findings of the study revealed significant differences in teachers’ knowledge of MTSS based on gender and number of training programs. Male teachers demonstrated higher levels of knowledge than female teachers, and those who had received training reported greater knowledge of MTSS compared to those with no training. In contrast, teaching specialty and educational qualification did not show any significant differences on teachers’ knowledge. Implication for Research and Practice: Future research may benefit from assessing teachers' knowledge of MTSS through objective measures, such as standardized knowledge tests. Also, the study findings may guide officials to prioritize delivering intensive professional development programs that not only enhance teachers’ knowledge and skills but also provide ongoing support, particularly for female teachers.