THE ROLE OF HEAD TEACHERS IN IMPLEMENTATION OF INCLUSIVE EDUCATION IN PUBLIC PRIMARY SCHOOLS IN KALOLENI - RABAI SUBCOUNTIES, KILIFI COUNTY.

Abstract

Development of inclusive education remains one of the major challenges facing education
systems throughout the world. The purpose of this study was to assess the role of head teachers
in implementation of inclusive education in public primary schools in Kaloleni - Rabai SubCounties,
Kilifi County. The study objectives were to;examine the head teachers’ role of
supervision of curriculum in the implementation of inclusive education,assess head teachers’
procurement role in implementation of inclusive education, examine head teachers’ financial
management role in the implementation of inclusive education, and to examine the head
teachers’ role of teacher management in inclusive education in public primary schools in
Kaloleni - Rabai Sub-Counties. It was premised on Systems Approach Theoryand Theories of
Inclusive Education. The study adopted a descriptive survey research design. The target
population was 18 public primary schools, 18 head teachers and 252 teachers in Kaloleni - Rabai
Sub-Counties. A probability sampling techniques using purposive sampling method wasused to
select the schools for the study. A sample size of 72 teachers and 18 head teachers were selected
yielding to a total of 90 respondents in the study locale. Data was collected using an oral
interview for 18 head teachers and a structured questionnairesfor 72 teachers and an observation
checklist. The questionnaires were validated through appraisal from the supervisors and
education administration experts from the faculty of education and social sciences and then
subjected to a pilot study. The reliability of the instruments was tested during the pilot study by
testing-retest of the instruments. Descriptive statistics using means mode and frequencieswith
some inferential statistics were employed to analyse the data using Statistical Package for Social
Science (SPSS) programme version 22. The major study findings revealed that implementation
of inclusive education has not been accompanied by effective supervision of the curriculum and
procurement of adequate teaching / learning resources from the head teachers in Rabai and
Kaloleni Sub- Counties in Kilifi County. The study recommends that head teachers to attain
higher qualification to enhance their management capabilities and Ministry of Education to
provide capacity building for all head teachers with inclusive education / financial
managementskills to enable them effectively undertake their roles of managing schools and to
organise for induction programs / workshops / courses for all head teachers and teachers to
facilitate them on how to handle SNE learners. The government to employ more SNE teachers,
increase more funding to schools to cater for SNE learners and to put in place mechanisms of
accountability and quality control of school funds meant for special education. Finally, the study
suggested further research on assessment of head teachers’ role in supervision of curriculum in inclusive education, effectiveness of head teachers’ in implementation of inclusive education and
a replicate of the same study in other counties in Kenya.