From policy to practice: Understanding barriers and enablers to gender-responsive and inclusive educational leadership in Kenya

Abstract

Educational leaders play a critical role in translating gender-responsive and inclusive education policies into equitable practices that enhance the participation, achievement, and well-being of all learners. Despite Kenya’s policy commitment to inclusive and gender-responsive education, gaps persist between policy intentions and school-level implementation due to limitations in leadership capacity and systemic support. This study examined educational leaders’ understanding and implementation of gender-responsive and inclusive practices, as well as the barriers and enablers influencing their efforts to create equitable learning environments. Guided by transformative leadership theory, the study adopted a qualitative case study design involving 40 purposively selected educational leaders from Coastal Kenya. Participants comprised 26 leaders enrolled in an 18-month Diploma in Educational Leadership and Management programme offered through the Foundations for Learning (F4L) Project, a collaboration between Aga Khan University and the Kenya Education Management Institute (KEMI), and 14 leaders who participated in an F4L sensitization workshop. Data were collected through semi-structured interviews, focus group discussions, and document analysis and analysed using thematic content analysis. The findings revealed that although leaders demonstrated awareness of gender-responsive and inclusive education, many lacked the deeper conceptual understanding and practical competencies required for consistent implementation. The enactment of inclusive practices was constrained by cultural norms, inadequate professional development, and limited institutional support. However, leaders who embraced inclusive approaches reported improvements in learner participation, engagement, and academic performance, particularly among marginalized and vulnerable learners. The study concludes that strengthening educational leaders’ capacity through sustained professional development and supportive institutional frameworks is essential for bridging the gap between policy and practice. It recommends a collaborative approach involving educational institutions, policymakers, and communities to address structural barriers and advance equitable educational outcomes in Kenya.