Education
Volume: 151 , Issue: 1 , June Published Date: 19 June 2024
Publisher Name: IJRP
Views: 7 , Download: 3 , Pages: 23 - 36
DOI: 10.47119/IJRP1001511620246804
Publisher Name: IJRP
Views: 7 , Download: 3 , Pages: 23 - 36
DOI: 10.47119/IJRP1001511620246804
Authors
| # | Author Name |
|---|---|
| 1 | Criselda D. Parale, L.P.T. |
| 2 | Luis Manuel C. Paita, Ph. D. |
Abstract
This study investigates the potential of leadership education programs in mitigating disparities in inclusive education, particularly in resource-constrained contexts like the Division of Camarines Norte. Despite global commitments, significant disparities persist in educational opportunities and outcomes for students with disabilities, often more pronounced in low-resource settings where schools face substantial challenges in implementing inclusive practices. The research focuses on the experiences and viewpoints of 75 elementary teachers within the Labo West District in the Division of Camarines Norte, who play a pivotal role in the practical implementation of inclusive education. The study aims to address research queries regarding the fundamental elements of effective leadership education programs, their influence on teachers attitudes towards inclusive education, the challenges teachers encounter when implementing inclusive practices, and the impact of these programs on the academic outcomes of students with disabilities. The research questions guiding this study include the extent of teachers awareness regarding the key components of effective leadership education programs, the extent to which these programs shape teachers attitudes toward inclusive education, the challenges teachers face in implementing inclusive education in their classroom management, and the perceived impact of these programs on the educational outcomes of students with disabilities. The study also explores viable modifications for tailoring these programs to meet the specific needs of various schools, the relationship between the impact of the programs and the modifications of viable programs tailored to meet the specific needs of various schools, and the interventions that can be proposed to further promote equality in the delivery of inclusive education. The findings from this study are expected to enhance comprehension regarding the capacity of leadership education programs to bolster school leaders in fostering equality within the provision of inclusive education and to extract valuable perspectives on the efficacy and obstacles associated with these programs in advancing inclusive education practices.