Home⇛International Journal of Multidisciplinary: Applied Business and Education Research⇛vol. 6 no. 2 (2025)

School Heads’ Level of Competence in the Implementation of Inclusive Education

Shirley H. Fabunan | Esmen M. Cabal

Discipline: Teacher Training

 

Abstract:

This study assessed the competence of school heads in implementing inclusive education in the Schools Division of Zambales. Using a de-scriptive-survey research design, the study involved 32 school heads and 594 teachers from 13 districts. The competence of school heads was evaluated across five dimensions: instructional leadership, mana-gerial leadership, strategic thinking and innovation, stakeholder en-gagement, and personal excellence. Data were collected through a structured questionnaire and analyzed using statistical tools such as mean, t-test, and ANOVA. The results revealed that school heads were highly competent in all dimensions, as perceived by both groups of re-spondents. Instructional leadership was characterized by effective col-laboration with teachers, analysis of student work, and policy imple-mentation promoting peace and diversity. Managerial leadership high-lighted the establishment of systems for collaboration and alignment of staffing with school goals. Strategic thinking and innovation empha-sized vision-setting, promoting creativity, and aligning school culture with educational objectives. Stakeholder engagement focused on fos-tering partnerships and building supportive networks, while personal excellence underscored traits such as resilience, accountability, and emotional intelligence. Despite the high competence ratings, challenges remain in translating inclusive education policies into practice and ad-dressing resource limitations. Significant differences in the perceptions of teachers and school heads were noted, highlighting the need for en-hanced communication and collaborative leadership. The study recom-mends continuous professional development, provision of resources, and strategies to foster resilience among school heads. Strengthening stakeholder engagement and data-driven decision-making are also es-sential to further improve the implementation of inclusive education and create equitable learning environments.



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