School Leadership Challenges in the Implementation of Inclusive Educational Practices: The Case of Selected Secondary Schools in Mezam Division, North West Region, Cameroon

Abstract

Purpose: This paper aims to investigate the challenges faced by school leadership in the implementation of inclusive education practices in Mezam Division, North West Region, Cameroon.

Methodology: A case study methodology was applied in conjunction with a qualitative research design. Semi-structured School Administrators Interview Forms were used to collect study data through interviews. Twenty school administrators were chosen for the study group using a deliberate sampling technique. A theme content analysis conducted inductively was used to analyze the data.

Findings: Results established lack of funding; adverse attitude and conduct; inadequate facilities; ineffective communication between the home and the school; adapting the curriculum to meet a range of leaning needs as the major challenges school leadership faced in the implementation of inclusive educational leadership practices. The findings documented developing an all-school commitment inclusive education; Parental Involvement in Making Decisions; Changing educational institutions to ensure inclusivity; Creating a Common Vision for Inclusive Education; Maintaining High Standards for Students with Disabilities; Pedagogical leadership techniques; modifying the curriculum to account for differences and professional development.

Unique contribution to Theory, Practice and Policy: The study recommended Professional Development; Establishing an Inclusive vision for the school; Establishing an Inclusive vision for the school; Designing Effective Policies and Reforms; Provision of Resources and Funding and parental involvement.