This study investigated the influence of leadership education on the implementation of inclusive education in public elementary and secondary schools in the Second District (Bicol Speaking) of Camarines Norte. Specifically, it examined the perceived influence of leadership education on knowledge, skills, and attitudes, the preparedness of educational leaders, the correlation between the perceived influence of leadership education and the level of preparedness of educational leaders on the implementation of inclusive education based on knowledge, skills, and attitudes and the challenges they encountered in implementing inclusive education. Employing a descriptive-correlational design, the study utilized a questionnaire-checklist to gather data and proposed intervention addressing identified gaps. The findings revealed that the perceived influence of leadership education fostered a strong vision, inspired educational leaders to work towards a better inclusive education system, and promoted positive attitudes towards inclusion. It also highlighted the need for strategic resource allocation, specialized tools, and teacher training to enhance inclusive teaching. The level of preparedness among educational leaders showed strong advocacy for inclusive education policies, a commitment to fairness, and the courage to oppose discrimination. However, it emphasized the need to focus on understanding inclusive education principles, coaching, training, and self-reflection. There is a strong correlation between the educational leaders level of readiness for implementing inclusive education and their perception of the influence of leadership education. Challenges hindering the successful implementation of inclusive education included improving physical infrastructure, providing adequate educational materials, training teachers, and offering professional development opportunities. To address these challenges, the researcher developed an activity proposal titled “Leadership Training for Inclusive Education Implementation: Enhancing Resource Allocation, Tools, and Teacher Support.” This proposed intervention focuses on resource allocation, the integration of assistive tools, and teacher training to enhance the implementation of inclusive education. The intervention aims to equip educational leaders with the necessary knowledge, skills, and attitudes to create a more inclusive and supportive educational environment.

skills

attitude

leadership education

inclusivity

inclusive education

knowledge