Building Pathways of Belonging: A Qualitative Study on School Leaders’ Perspectives of Inclusive Education

Abstract

This study explored the lived experiences of public-school leaders in implementing inclusive education. It employed a qualitative phenomenological design and utilized Reflexive Thematic Analysis to examine how school leaders made meaning of their experiences in relation to inclusive education. Data were generated through semi-structured interviews that allowed participants to share their perspectives in depth. Participants were purposively selected based on their leadership roles and direct involvement in inclusive education, ensuring relevance to the focus of the study. Findings revealed that inclusive education was perceived by school leaders as a multifaceted leadership responsibility grounded in equity, access, and the principle of “no learner left behind.” School leaders experienced various challenges in implementation, including limited resources, inadequate teacher preparedness, large class sizes, and socio-cultural barriers. Despite these challenges, they employed strategies such as capacity building, instructional support, collaboration with stakeholders, and resource mobilization to strengthen inclusive practices in their schools. They also provided support systems for teachers, learners, and the wider school community to foster a more collaborative and inclusive environment. Based on the findings, the study highlighted the need for a context-responsive framework for inclusive leadership that translates inclusive education policies into effective practice by integrating leadership development, teacher support, stakeholder engagement, and continuous improvement mechanisms. Overall, the study contributes to a deeper understanding of how school leaders experience and implement inclusive education and offers insights for improving inclusive practices within the education system.