Term of Award
Doctor of Education in Educational Leadership (Ed.D.)
Document Type and Release Option
Dissertation (restricted to Georgia Southern)
Copyright Statement / License for Reuse
This work is licensed under a Creative Commons Attribution 4.0 License.
Department of Leadership, Technology, and Human Development
Teri Denlea Melton
Committee Member 1
Committee Member 2
This case study, with an explanatory sequential mixed-methods approach, aimed to determine Bahamian elementary school principals’ and teachers’ perceptions of including students with disabilities in General Education classrooms and leadership that promotes and sustains Inclusive Educational practices. The research questions addressed included: (1) What are Bahamian elementary school principals’ and teachers’ perceptions of Inclusive Education with regard to: (a) comfort levels when engaging with people with disabilities; (b) acceptance of learners with different needs; and, (c) concerns about implementing Inclusive Educational practices? (2) What are Bahamian elementary school principals’ and teachers’ perceptions of leadership style that would be ideal for promoting and sustaining Inclusive Educational learning environments? This study consisted of a sample population of 52 educators from three public elementary schools located on Nassau, New Providence, Bahamas. In the quantitative phase of this study, Forlin et al.’s (2011) SACIE-R survey was modified and administered; data collected were analyzed using descriptive statistics. In the qualitative phase of this study, nine semi-structured interviews were conducted; the data were analyzed using thematic analysis and the constant comparative method. Major findings revealed an overall reluctance to engage in Inclusive Educational practices by principals and teachers as a result of the shortcomings of the Bahamian Educational system; these shortcomings were depicted by themes such as putting the cart before the horse has been problematic, we are in dire need, and reform the system. This study also revealed the presence of leadership that can foster and sustain Inclusive Educational practices.
Colebrooke, Tracy, "Bahamian Elementary School Principals' and Teachers' Perceptions of Inclusive Education" (2017). Electronic Theses and Dissertations. 1544.
Research Data and Supplementary Material