Elementary Schools Principals' Role in Inclusion in Lagos State Nigeria: A Qualitative Case Study

Abstract

Principals play a role in supporting students with disabilities to overcome barriers. The literature showed a paucity of research on the role of principals in inclusive elementary schools in Nigeria, creating a gap in the research this study addressed. The problem was the role of principals in supporting teachers to overcome challenges in the classroom in inclusive elementary schools was not understood or defined. The purpose of this qualitative exploratory case study was to understand principals' perceptions of their role in supporting teachers to overcome challenges in classrooms. The inclusive education theory and the transformational leadership theory framed this study. Research questions explored how principals described their roles in implementing inclusive policies and why principals' leadership styles played a role in positively affecting the planning and implementation of inclusive programs. A sample size of 15 elementary school principals in the Lagos Mainland Local Government Area, Lagos state, Nigeria, was selected using purposive sampling. Data collection consisted of semi-structured interviews and a follow-up questionnaire for triangulation. Braun and Clarke’s Thematic Analysis provided the framework for coding the data using Microsoft Word. Findings revealed that most of the elementary school principals supported teachers by providing resources, partaking in lesson plan preparation, and desire to transform their schools so that children with disabilities could benefit from inclusion. Recommendations include building on findings from this study with larger sample sizes and, conducting studies considering external factors such as policy frameworks and resource allocation.