International Journal For Multidisciplinary Research

E-ISSN: 2582-2160   •   Impact Factor: 9.24

A Widely Indexed Open Access Peer Reviewed Multidisciplinary Bi-monthly Scholarly International Journal

Call for Paper Volume 6 Issue 6 November-December 2024 Submit your research before last 3 days of December to publish your research paper in the issue of November-December.
Submit Research Paper Join as a Reviewer

Plagiarism is checked by the leading plagiarism checker TurnItIn

Call for Paper

Volume 6 Issue 6
November-December 2024

Submit your research paper

Indexing Partners
Academia Advanced Sciences Index Bielefeld Academic Search Engine CiteSeer DRJI Google Scholar Independent Search Engine & Directory Network ISI (International Scientific Indexing) Issuu Mendeley Research Networks
RefSeek ResearcherId - Thomson Reuters ResearchGate Scirus Scribd Semantic Scholar UTeM - Universiti Teknikal Malaysia Melaka Wiki for Call for Papers WorldCat Zenodo

Role of School Heads as Catalysts of Inclusive Education in the Classrooms: A Phenomenology

Author(s) LEICEL S. BASTIDA, MAED, NANCY B. GONZALES, EdD.
Country Philippines
Abstract The purpose of this phenomenological study was to delve into the important role of school heads as a catalyst of inclusive education in the classrooms. It sought to uncover the challenges, strategies, and insights related to nurturing inclusive practices in educational settings. Employing purposive sampling, participants were chosen for in-depth interviews, allowing for rich, qualitative insights into their experiences and perceptions. The findings underscored the influence of school leadership in cultivating a supportive and inclusive school culture. Despite facing significant challenges such as limited resources and resistance from the community, school heads played a central role in driving inclusive education. Their leadership was instrumental in fostering an environment where all students, regardless of their backgrounds or abilities were accepted. Strategic planning emerged as a strategy for overcoming these challenges. School heads needed to develop comprehensive plans that addressed the specific needs of their schools, allocated resources efficiently, and set clear goals for inclusion. Additionally, professional development for teachers and staff was crucial. Ongoing training and support helped teachers implement inclusive practices effectively and adapt to the diverse needs of their students. Collaborative efforts also played a significant role in enhancing inclusive practices. School heads needed to foster a culture of collaboration, encouraging teachers, parents, and community members to work together towards common goals. This collaborative approach not only strengthened the implementation of inclusive education but also built a sense of shared responsibility and community support. The study highlighted the importance of proactive policies and supportive environments for diverse learners. Educational management had to prioritize inclusion, ensuring that policies were not only in place but also actively enforced and supported with the necessary resources and training. Future research should focus on longitudinal studies to examine the long-term outcomes of inclusive education in the classrooms. Additionally, comparative analyses across different educational content could provide valuable insights into refining inclusive strategies. Ultimately, the study revealed the transformative potential of inclusive education when school leadership was dedicated, informed, and proactive in their approach.
Keywords educational leadership, implementation of inclusive education, school heads, qualitative-phenomenological inquiry, purposive sampling, thematic analysis,Philippines
Field Sociology > Education
Published In Volume 6, Issue 4, July-August 2024
Published On 2024-08-19
Cite This Role of School Heads as Catalysts of Inclusive Education in the Classrooms: A Phenomenology - LEICEL S. BASTIDA, MAED, NANCY B. GONZALES, EdD. - IJFMR Volume 6, Issue 4, July-August 2024. DOI 10.36948/ijfmr.2024.v06i04.26107
DOI https://doi.org/10.36948/ijfmr.2024.v06i04.26107
Short DOI https://doi.org/gt7m6k
View / Download PDF File

Share this



E-ISSN 2582-2160
CrossRef

CrossRef DOI is assigned to each research paper published in our journal.

IJFMR DOI prefix is
10.36948/ijfmr

Downloads
Research Paper Format Copyright Permission Form and Undertaking Form Cover Page Vol 6 Isu 6Cover Page Vol 6 Isu 5Cover Page Vol 6 Isu 4

All research papers published on this website are licensed under Creative Commons Attribution-ShareAlike 4.0 International License, and all rights belong to their respective authors/researchers.

CC-BY-SA Open Access

About IJFMR
Fees & Payment
Current Issue
Publication Archive 		Submit Research Paper
Track Submission Status
Publication Guidelines
Publication Ethics
Peer Review & Plagiarism 		Join as a Reviewer
Editors & Reviewers
Reviewer Referral Program
Get Reviewer Membership Certi. 		Website/Journal Policies
Usage Policy
Content Policies
Privacy Policy
Contact Us +91-9898-5948-55 editor@ijfmr.com