School Leadership Contribution in The Implementation of Inclusive Education

AUTHOR(S)

ROSEMARIE B. PURACAN

ABSTRACT

— This study explores the level of implementation of inclusive education and the contributions of leadership to its success in schools, with the ultimate goal of proposing a comprehensive training plan. Specifically, the research investigates the demographic profiles of school heads and teachers, the perceived level of inclusive education implementation, and the role of leadership in facilitating inclusive practices. The study examines key factors such as age, sex, educational attainment, years of experience, and participation in relevant training for both school heads and teachers. Findings reveal that while there is moderate commitment to inclusive education, gaps persist in policy execution, teacher support, and resource allocation, particularly for students with disabilities. Leadership is found to be strong in policy advocacy but weak in translating these policies into consistent practices and resource provision. Notably, the study identifies a significant relationship between the perceived leadership contribution and the implementation of inclusive education among teachers, suggesting a need for improved leadership practices. Based on these findings, the study proposes a training plan that emphasizes transformational leadership, hands-on professional development for teachers, and strategic resource management. The plan aims to equip school leaders and educators with the necessary skills to create an inclusive and supportive learning environment for all students. Keywords — Inclusive Education, Leadership, Professional Development, School Culture, Training Plan