Strategies employed by school leadership in implementing inclusive school management: A case of two primary schools in Lilongwe rural west in Malawi

Abstract

This case study was conducted to explore strategies employed by school leadership in implementing inclusive school management in two primary schools in Njewa Zone in Lilongwe Rural West District. The study was guided by three research objectives: To assess if school leaders are equipped with knowledge and skills in implementing inclusive school management; to examine the roles and practices of inclusive school management stakeholders in the implementation of inclusive education in the selected primary schools, and to analyze appropriate strategies used by the school leadership in implementing inclusive school management in the selected primary schools under study. This study was informed by the systems theory as it advocates for the holistic view of the system components for the system to achieve its goal. This study followed an interpretivist paradigm and it involved twelve participants who were purposively sampled. The participants included: two head teachers, two school management committee chairpersons, two parents and teacher’s association chairpersons, two Mother Group chairpersons, and four leaners. Data was collected using document analysis and semi structured interviews. Data from interviews was transcribed and analysed by coding; then identifying categories which led to generating emergent themes. Data from Document analysis was analysed by carefully reading through the school documents and identifying key information needed for the study. Data from document analysis served the purpose of triangulation as it supplemented data from interviews. Findings of the study revealed that strategies used by school leadership in implementing inclusive school management include: team working, positive school culture, effective meetings, advocacy, collaboration, creating a shared vision and capacity building. In addition, the findings revealed the responsibilities of ISM stakeholders in inclusive education which included the roles of the Head teachers, roles of School Management Committee Chairperson, roles of Mother Group Chairperson, roles of Parent-Teacher Association Chairperson. As well as the understanding of ISM stakeholders on the meaning inclusive education and the purpose to children with and those without special educational needs. . The study recommends that the policy holder, the Ministry of Education, should carry out adequate orientation of school stakeholders on the best practices for implementing inclusive school management. Manual handbooks on inclusive school management for school stakeholders could bring positive impact in the long run to improve the quality of education for the marginalized children in primary schools.