Abstract
This study aims at evaluating mastery level of effective teaching for teachers in inclusive schools in Jordan. A total of 50 teachers served as a sample of study. The teachers were rated on a scale which consisted of (38) items within three dimensions: planning, teaching, and classroom management, and evaluation. The finding of the study showed that the mean of the teaching and classroom management dimension was significant. However, the means of planning and evaluation, as well as the mean of the total score were not significant. The findings also showed that there were significant differences in mastery teaching with respect to specialization in favor of teachers majoring educational specialization. Further, the findings showed that there were no significant differences in mastery teaching as regards for their teaching experiences.
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