School Leadership Challenges in the Implementation of Inclusive Educational Practices: The Case of Selected Secondary Schools in Mezam Division, North West Region, Cameroon

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dc.creatorBekwake, Achuninghang Alfred
dc.creatorMbua, Emile Monono
dc.creatorKongnyuy, Patrick
dc.date2024-09-25
dc.date.accessioned2024-10-12T12:30:07Z
dc.date.available2024-10-12T12:30:07Z
dc.descriptionPurpose: 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.en-US
dc.formatapplication/pdf
dc.identifierhttps://journals.proindex.uz/index.php/JRITIL/article/view/1617
dc.identifier.urihttps://dspace.umsida.ac.id/handle/123456789/37409
dc.languageeng
dc.publisherPro Indexen-US
dc.relationhttps://journals.proindex.uz/index.php/JRITIL/article/view/1617/1570
dc.relationhttps://journals.proindex.uz/index.php/JRITIL/article/view/1617/1590
dc.sourceJournal of Research in Innovative Teaching and Inclusive Learning; Vol. 2 No. 9 (2024): Journal of Research in Innovative Teaching and Inclusive Learning; 24-44en-US
dc.source3030-3036
dc.source3030-3036
dc.subjectInclusive educational practicesen-US
dc.subjectSchool Leadershipen-US
dc.subjectChallengesen-US
dc.subjectImplementationen-US
dc.titleSchool Leadership Challenges in the Implementation of Inclusive Educational Practices: The Case of Selected Secondary Schools in Mezam Division, North West Region, Cameroonen-US
dc.typeinfo:eu-repo/semantics/article
dc.typeinfo:eu-repo/semantics/publishedVersion
dc.typePeer-reviewed Articleen-US
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