Examining the role of school leadership in enhancing teachers’ adaptation of inclusive teaching practices in mainstream primary schools in Arusha City Council, Tanzania

Aloyce Luhamya

doi:10.51867/AQSSR.3.1.9

Authors

Aloyce Luhamya Institute of Accountancy Arusha, Tanzania Author https://orcid.org/0009-0002-1657-9304

DOI:

https://doi.org/10.51867/AQSSR.3.1.9

Keywords:

Inclusive Teaching Practices, Mainstream Primary Schools, School Leadership, Teachers’ Adaptation

Abstract

Inclusive education has become a global priority in education reforms, aiming to provide all learners, regardless of their abilities or disabilities, with equal opportunities to succeed. However, meeting the diverse needs of learners in the inclusive classroom remains a pressing challenge for school leaders and educators worldwide. This study explored the role of school leaders in enhancing teachers’ adaptation of inclusive teaching practices that address the diverse needs of learners in an inclusive classroom among primary schools in Arusha City Council. The study was guided by the Transformational Leadership Theory, which advocates for school leadership that inspires both teachers and learners to embrace an inclusive learning environment and enhances teachers' adaptation of inclusive teaching practices. The study employed a mixed-methods research approach and a convergent parallel design. Data were collected using questionnaires and semi-structured interviews from 94 teachers and four head teachers who were recruited using random and purposive sampling techniques and analyzed using descriptive statistics and thematic analysis, respectively. The findings revealed that school leaders play a pivotal role in enhancing inclusive teaching practices through providing resources, promoting professional development, encouraging collaborative planning and mentorship programmes, and supporting the use of diverse teaching strategies in mainstream classrooms. The study concludes that effective school leadership is essential for creating, maintaining, and fostering an inclusive teaching environment. It recommends targeted leadership training, a strong policy framework, resource mobilization, continuous professional development for teachers, and increased funding as key enhancement strategies for teachers’ adaptation of inclusive teaching practices in mainstream primary schools.

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