EXAMINING THE IMPACT OF PRINCIPAL LEADERSHIP ON INCLUSIVE EDUCATION IMPLEMENTATION: A CASE STUDY OF ONE SOUTH KAZAKHSTANI INCLUSIVE SCHOOL

Abstract

This qualitative case study investigates the principal leadership strategies employed to support school improvement during the execution of inclusive education in a South Kazakhstani inclusive school. The study explores the principal's specific actions, initiatives, and practices to foster a supportive and inclusive school culture, enhance teacher collaboration, and ensure implementing inclusive education practices successfully. Employing a qualitative case study approach, data were gathered through semi-structured interviews with the principal, teachers, defectologist, parents, and a psychologist, as well as observations conducted over a period of one and a half months and policy analysis. The findings of the study revealed that principal leadership plays a crucial role in fostering an inclusive school environment. If a principal exhibits transformational leadership qualities, such as visionary guidance, effective communication, collaboration, and support, it significantly influences the successful implementation of inclusive practices. Moreover, the study highlights the importance of principal-teacher collaboration, clear communication channels, and ongoing professional development opportunities for teachers to enhance their inclusive teaching strategies.