Abstract:
The purpose of this study was to assess the role of school leaders in the implementation of inclusive education in primary schools of Gurawa Woreda East Hararghe Zone in Oromia Region. The study employed an explanatory sequential mixed method design and different kinds of data collection tools (questionnaire, interview and document review) have been used for the collection of relevant data. For this study, 98 school leaders (10 school supervisors, 18 school principals, 50 department heads, 20 unit leaders), and 131 teachers. Totally 229 respondents were the sample 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 role of school leaders in the implementation of inclusive education in primary schools were not significant. Due to the low commitment from school leaders, teachers negative views toward inclusive educations, lack of current teaching and learning resources, lack of educational resources, in adequate training of teachers and school leaders, and the absence of curriculum tailored for students with disabilities. In addition, school leaders did not offers an appropriate safe and stimulating environment for students with disability, in the school there is no interaction between students with disability and other students actively promoted, and all members of school were not aware the needs of students with disability in the schools. The finding of the study also reveals that the level to which school leaders discharged their role in the implementation of inclusive education was low. It was concluded that school leaders did not properly practice their roles in implementation of inclusive education as stipulated in the policy document. Recommendations were; that those school leaders should design and implement different mechanisms of implementation of inclusive education as well as material provisions to enhance the participation of students with disabilities
