Instructional Leadership and Implementation of Inclusive Education Practices of School Heads

Abstract

This study determined the relationship between instructional leadership practices and implementation of inclusive education practices of public elementary and secondary school heads in the Division of Camarines Norte. The study employed descriptive-correlational research design with survey questionnaire checklist as the data-gathering instrument. Total enumeration was employed in this study which involved one hundred two (102) teachers, twenty-one (21) public elementary school heads, and fifteen (15) secondary school heads in the locale of the study. Based on the findings, it is concluded that the public elementary and secondary school heads very satisfactorily implemented their instructional leadership practices along school-based review, contextualization and implementation of learning standards, teaching standards and pedagogies, teacher performance feedback, learner achievement and other performance indicators, learning assessment, learning environment and career awareness and opportunities except learners’ discipline wherein they were rated outstanding. Moreover, they almost fully implemented the inclusive education practices along identification, assessment, and placement, developing individual education plan, providing assistance and reporting. There is a weak positive correlation between learning environment and identification, assessment and placement practices, while assistance has a significant correlation along learning environment, and reporting is significantly correlated along teacher’s performance and feedback and career awareness and opportunities. The identified issues and concerns affected how they cater to learners with special needs. A guidebook is therefore proposed to address the instructional leadership practices and inclusive education practices of the school heads in public elementary and secondary schools in the Division of Camarines Norte.