Head Teachers’ Leadership Role in Implementation of Inclusive Education Policy in Primary Schools in Rusizi District, Rwanda
DOI:
https://doi.org/10.53983/ijmds.v14n10.008Keywords:
Inclusive education, leadership, resource management, professional development, monitoring and evaluation, stakeholder collaboration, Rusizi DistrictAbstract
This study examined the influence of head teachers’ leadership role in the implementation of inclusive education policy in primary schools in Rusizi District, Rwanda. The objectives were to: assess the influence of resource management and allocation on inclusive education policy implementation; analyze the influence of professional development; examine the influence of monitoring and evaluation (M&E); and assess the influence of stakeholder collaboration. Guided by Distributed Leadership and Vygotsky’s Social Development theories, a mixed-methods descriptive survey design was employed, involving 316 respondents, including head teachers and teachers. Data were collected through structured questionnaires and semi-structured interviews. Reliability was confirmed using Cronbach’s alpha (≥0.70), while validity was ensured through expert judgment. Results revealed that resource management and allocation explained 41.1% of the variance in policy implementation (R = 0.641, R² = 0.411, B = 0.721, p < 0.001); professional development accounted for 32.7% (R = 0.572, R² = 0.327, B = 1.047, p < 0.001); monitoring and evaluation explained 39.3% (R = 0.627, R² = 0.393, B = 0.572, p < 0.001); and stakeholder collaboration explained 39.3% (R = 0.627, R² = 0.393, B = 0.572, p < 0.001). The findings indicate that strategic resource management, continuous professional development, robust M&E, and stakeholder engagement have significant positive impacts on inclusive education implementation. The study concludes that effective head teacher leadership integrating these aspects enhances accessibility, quality, and sustainability of inclusive education. Recommendations include strengthening teacher training, institutionalizing M&E systems, ensuring timely resource provision, and promoting collaborative stakeholder frameworks. Further research should explore long-term impacts, assistive technology use, and community participation in inclusive education.
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