Abstract:
The purpose of this study was to assess school leaders’ contribution to support teachers to implement inclusive education in Inclusive General Secondary Schools of Bale Zone, Oromia Region. The study has employed a descriptive survey method and different kinds of data collection tools (questionnaire, interview and document analysis) have been used for the adequate collection of relevant data. For this study, 6 school supervisors, 6 school principals and 108 teachers totally 120 respondents were the target subjects of the study in providing relevant information. Questionnaire was the main instrument of data collection. Interview and document were also utilized to substantiate the data gained through the questionnaire. The results of the study revealed that the contributions of school leaders in supporting Inclusive Education at inclusive secondary schools were not significant. Due to the major financial problems and lack of resources for the schools, some of the school settings could not be renovated so as to assist the proper implementation of Inclusive Education. Moreover, teachers’ lacks of in-service training for teachers were found as other factors in hindering the realization of Inclusive Education at these inclusive secondary schools. From the findings of the study it was concluded that students’ with special needs education are not helped in the Inclusive Secondary Schools due to low contributions of school leaders, inadequate facilities and allocation of funds and resources. Moreover, it was found that certain factors, such as lack of adequate training for teachers, less support to teachers from school leaders negatively affect proper implementation of inclusive education. Thus, school leaders should closely support teachers and fulfill necessary facilities with proper budgets should be allocated for good implementation of inclusive education at these Schools
