Home⇛Journal of Interdisciplinary Perspectives⇛vol. 4 no. 8 (2026)

From Policy to Practice: Insights into Inclusive Education Leadership in Philippine Public Schools

Mark Jason A. Orbita | Zandro P. Ibañez | Lady Lou I. Lepasana | Jay Mark D. Ducoy

Discipline: Teacher Training

 

Abstract:

Inclusive education seeks to ensure equitable access to quality education for all learners, including those with diverse learning needs and disabilities. In the Philippines, the successful implementation of inclusive education policies largely depends on the leadership of school heads, who translate policy into practice within their schools. This study explored the lived experiences, strategies, and insights of school heads in implementing inclusive education policies in public schools in Padada District, Davao del Sur. Using a qualitative phenomenological research design, data were collected through Key Informant Interviews (KIIs) with ten school heads directly involved in implementing inclusive education programs. Data were analyzed using the Stevick-Colaizzi-Keen method of phenomenological analysis. Findings revealed two major themes related to the lived experiences of school heads: (1) Navigating Multifaceted Barriers in Special Needs Education Development (SNED) Policy-to-Practice Integration and (2) Cultivating Responsive and Adaptive Leadership in Advancing Inclusive SNED Practice. Participants identified challenges such as inadequate training, limited resources, systemic constraints, and varying levels of parental engagement. To address these challenges, school heads employed strategies centered on stakeholder collaboration, teacher support, resource mobilization, advocacy, and continuous monitoring of inclusive practices. The study further showed that school heads gained valuable insights into collaborative leadership, community engagement, continuous improvement, teacher empowerment, and a commitment to equity and access. These findings highlight the critical role of adaptive and responsive leadership in sustaining inclusive education initiatives. The study recommends strengthening leadership development programs, increasing institutional support, and enhancing stakeholder partnerships to improve the implementation and sustainability of inclusive education in public schools.



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