Actualizing School Leadership Practices in Implementing Inclusive Education Policy in Public Secondary Schools in Nyamagana District, Mwanza Region

Abstract

This research examined the school leadership practices in implementing inclusive education policy in public secondary schools in Nyamagana District, Mwanza Region, Tanzania. The study was based on Behaviourism Theory, which illustrates how school leaders foster appropriate behaviours for teachers and students through the use of reinforcement, support, and clear communication to promote inclusion. The study employed a mixed methods approach using explanatory sequential design, which collected quantitative data through a questionnaire and qualitative data through an interview. The sample consisted of 176 participants, including the District Education Officer, District Special Needs Education Officer, five school heads, forty-two teachers and one hundred twenty-seven students, who were selected using simple random, stratified and purposeful sampling techniques. Quantitative data were analyzed using SPSS Version 26 for descriptive and inferential statistics, while qualitative data were analyzed with thematic analysis. The findings indicated that effective school leadership practices, through clear direction to teachers and students, consistent monitoring and positive reinforcement, and a supportive approach to communication, enhances the implementation of inclusive education. Leaders who model inclusion, make appropriate provisions in accordance with the learning needs of students, and invest in the engagement of stakeholders foster positive attitudes in teachers to promote inclusion and support student learning. The study concludes that developing the leadership capacity to promote pro-inclusive school culture and institutionalising inclusive leadership practices be supported for systems of equitable and quality education for all learners.