Principal Leadership: Raising the Achievement of All Learners in Inclusive Education

Abstract

Purpose: The paper aims to investigate principal leadership in raising the achievement of all learners in inclusive education in Secondary Schools in Fako Division, South West Region of Cameroon. The study had three main objectives.
 Methodology: This study was premised on the classical liberal theory of equal opportunities advanced by Sherman and Wood (1982). A qualitative research design was employed using a case study approach. Data was collected by using the interview technique through semi-structured questionnaires. The study group consisted of 10 school administrators who were selected using purposeful sampling technique. Data was analyzed using an inductive thematic content analysis.
 Findings: The findings demonstrated the key role of principal leadership in fostering new meanings about diversity, principal’s attitude towards and support towards inclusive education, building bridges and visioning and building relationships between schools and communities. The findings also identified negative attitude and behaviors, lack of funding, inadequate facilities, untrained teachers and poor collaboration between families and schools as challenges faced by principal leadership in inclusive education. Lastly, instructional leadership practices supports high expectations for students with disabilities, building a shared vision for inclusive schools and a school-wide commitment to inclusive schools, parental engagement in decision-making and redesigning schools for inclusive education were identified as best inclusive practices needed by principal leadership in promoting inclusive education.
 Recommendation: The study recommend school leaders to work collaboratively with school staff to spread the reform so that parents and the community engaged in the implementation of the inclusive education approach.