Goal-Setting Practices as Predictors of Inclusive Education Implementation in Tunas Muda Schools, Jakarta, Indonesia

This study examined goal-setting practices as predictors of inclusive education implementation in Tunas Muda Schools, Jakarta, Indonesia. An explanatory sequential mixed-methods design combined a survey of 295 respondents—72 teachers and 223 parents—with semi-structured interviews involving 10 teachers and 10 parents selected purposively. Survey data were analyzed using means, independent-samples tests, Pearson correlations, and multiple regression; interview data were analyzed thematically. Equal-weight teacher–parent assessments indicated that goalsetting practices were practiced to a moderate extent and inclusive education was moderately implemented overall. Parents consistently rated both constructs more favorably than teachers, with significant differences across all dimensions and domains. Overall goal-setting practices had a very strong positive relationship with implementation (r = .88, p < .001). Complexity was the strongest dimension-level correlate (r = .87, p < .001) and the largest significant unstandardized predictor in five implementation domains; feedback had the largest significant coefficient for student support services. Five themes explained the quantitative patterns: collaborative goal-setting, continuous communication and feedback, shared stakeholder commitment, resource and capacity constraints, and responsive differentiated support. Integrated findings informed an Inclusive Education GoalSetting and Implementation Management Plan emphasizing individualized goals, shared planning, professional learning, coordinated support, and continuous evaluation.