Investigating the challenges faced by government primary school heads in the implementation of inclusive education policy in Mbare-Hatfield District, Harare

Abstract

In order for a policy to be implemented fully and effectively, there are key stakeholders who make sure that the policy is implemented. This study sought to explore the challenges that are face by school heads in implementing the inclusive education policy in government primary schools under Mbare-Hatfield District in Harare. Qualitative research method was adopted. A sample of 20 primary school teachers and 10 primary school heads and deputy heads were randomly and purposively selected as participants in the research. Questionnaires, interviews and observations were used as research instruments. The data collected was presented in forms of tables and graphs and interpreted with support of reviewed literature. Key findings revealed that inclusive education is being implemented at a slow pace due to the challenges that school heads are facing in ensuring implementation. Among the challenges highlighted, unavailability of resources and facilities, unskilled human resources, negative attitudes of teachers and parents, weak policy implementation as well as unspecific curriculum content were cited as the challenges that school heads encounter in the process of implementing inclusive education policy. Hence, the researcher came up with eight recommendations that will help the responsible authorities to beef up their strategies and come up with policies that will allow the effective implementation of inclusive education in government primary schools.