Head teachers’ administrative strategies and implementation of inclusive education a case study of public primary schools in Kikuube district,

Abstract

This study examined the administrative strategies employed by head teachers and their influence on the implementation of inclusive education in public primary schools in Kikuube District, Uganda. The research was guided by three specific objectives: to determine the influence of head teachers’ collaboration with parents, to explore the effect of their support for teachers, and to evaluate the impact of their collaboration with faith-based organizations (FBOs) on inclusive education. A cross-sectional survey design was adopted, targeting a population of 274 individuals, including education officers, head teachers, teachers, and learners. Data were collected through self-administered questionnaires and semi-structured interviews to obtain both quantitative and qualitative insights. Findings revealed that while there are commendable efforts by head teachers to engage parents, support teachers, and collaborate with FBOs, these strategies remain inconsistent and underdeveloped. Parental involvement was largely procedural rather than collaborative, with limited mutual accountability. Teacher support, though acknowledged in areas such as encouragement for professional development, was undermined by gaps in mentorship, in service training, and daily pedagogical support. Meanwhile, collaboration with FBOs was found to be informal and fragmented, despite evidence that their involvement in moral, material, and psychosocial support could enhance inclusive outcomes. The study emphasized the need for intentional leadership practices that foster sustained partnerships, promote inclusive school culture, and strengthen teacher capacity. Based on these findings, the study recommends that the Ministry of Education establish standardized frameworks for parental engagement and integrate FBOs as formal partners in inclusive education. It also calls for increased investment in teacher training and ongoing professional development. Additionally, the study suggests that head teachers adopt strategic leadership approaches that emphasize collaboration, inclusivity, and empowerment. Areas for further research include investigating how learners’ attitudes influence inclusive success and exploring the impact of leadership development programs on head teachers’ capacity to implement inclusive education effectively