Abstract
Inclusive education, aimed at providing equal educational opportunities to students with diverse learning needs, presents numerous challenges for school leaders in South African schools. This study explored the challenges faced by primary school principals in managing pedagogical responsiveness within the context of inclusive education. The study is grounded in a qualitative research design, guided by an ontological constructionism perspective and an epistemological interpretivism position. It seeks to understand the subjective experiences and meanings attributed by primary school principals in greater Gauteng to their roles in fostering pedagogical responsiveness within inclusive classrooms. The research employs purposive sampling to select three primary school leaders and the data collection methods include formal interviews with semi-structured questions and subsequent coding of the responses. The theoretical framework underpinning this study draws from Bronfenbrenner's ecological systems theory, which provides a holistic lens for understanding how principals navigate the complex educational landscape of inclusive classrooms. By exploring the challenges faced by school leaders, this research contributes to a deeper understanding of the complexities inherent in inclusive education management. The findings of this study have the potential to inform policy and practice, offering insights into the support and resources needed for school leaders to effectively navigate and address these challenges. This dissertation underscores the crucial role of leadership in promoting inclusive education that truly serves the needs of all students. One significant challenge is the limited availability of resources. Insufficient funding restricts the ability of school leaders to provide necessary accommodations, adaptations, and interventions for students with diverse needs. This leads to a lack of appropriate learning materials, assistive technologies, and professional development opportunities for educators. Another prominent challenge is the inadequate training of educators. School leaders find themselves grappling with teachers who lack the necessary knowledge and skills to effectively instruct a diverse student body. This not only hampers the quality of education provided but also places an increased workload on teachers as they struggle to meet the individual needs of their students. Additionally, school leaders encounter difficulties in managing inclusive education due to the poor physical infrastructure and facilities. Inadequate infrastructure, such as insufficient classrooms or inaccessible buildings, creates barriers to effective teaching and
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learning for students with different learning needs. Furthermore, the lack of support from district-level authorities poses a significant challenge. School leaders report minimal guidance, limited resources, and a lack of professional support from district personnel, hindering their ability to implement inclusive practices successfully. In conclusion, school leaders in a South African school face significant challenges in managing pedagogical responsiveness within the context of inclusive education. Overcoming these challenges requires a concerted effort from various stakeholders to provide adequate resources, training, infrastructure, and support. By addressing these challenges, school leaders can foster an inclusive educational environment that promotes equitable opportunities for all students.
Key words: South Africa, Education White Paper 6 Special Needs Education (2001), inclusive education, pedagogical responsiveness, challenges, macro level, meso level, micro level.