School Leadership Challenges in the Implementation of Inclusive Educational Practices: The Case of Selected Secondary Schools in Mezam Division, North West Region, Cameroon
No Thumbnail Available
Date
Journal Title
Journal ISSN
Volume Title
Publisher
Pro Index
Abstract
Description
Purpose: This paper aims to investigate the challenges faced by school leadership in the implementation of inclusive education practices in Mezam Division, North West Region, Cameroon.
Methodology: A case study methodology was applied in conjunction with a qualitative research design. Semi-structured School Administrators Interview Forms were used to collect study data through interviews. Twenty school administrators were chosen for the study group using a deliberate sampling technique. A theme content analysis conducted inductively was used to analyze the data.
Findings: Results established lack of funding; adverse attitude and conduct; inadequate facilities; ineffective communication between the home and the school; adapting the curriculum to meet a range of leaning needs as the major challenges school leadership faced in the implementation of inclusive educational leadership practices. The findings documented developing an all-school commitment inclusive education; Parental Involvement in Making Decisions; Changing educational institutions to ensure inclusivity; Creating a Common Vision for Inclusive Education; Maintaining High Standards for Students with Disabilities; Pedagogical leadership techniques; modifying the curriculum to account for differences and professional development.
Unique contribution to Theory, Practice and Policy: The study recommended Professional Development; Establishing an Inclusive vision for the school; Establishing an Inclusive vision for the school; Designing Effective Policies and Reforms; Provision of Resources and Funding and parental involvement.
Keywords
Inclusive educational practices, School Leadership, Challenges, Implementation