Abstract:

The purpose of the study is to explore the role played by headteachers in the implementation of the Inclusive Education (IE) Policy in three primary schools, in the Manzini Region. The headteachers serve as education leaders in school life, playing major functions in the implementation and sustainability of IE programme. Transformational leadership is used as a theory underpinning the study. This study is located within the interpretive paradigm and employs a qualitative case study approach. Data was collected through the use of semi-structured interviews from the participating headteachers.

The main findings from the study, indicate that headteachers face a number of challenges when playing their role in the implementation of Inclusive Education in the primary schools. Some of the challenges are a result of headteachers not being properly trained on inclusivity issues, thus not being able to effectively oversee the implementation of the IE. Lack of financial resources is another key finding of the challenges in the study. The headteachers in the participating schools had not been able to make the necessary infrastructure improvements and resource mobilization to meet the needs of the programme. Headteachers are in dire need of support from the Ministry of Education in order to cope with the expectations of implementing the Inclusive Education Policy in their various schools.

Keywords:

Inclusive education, headteachers.