Bahamian Elementary School Principals' and Teachers' Perceptions of Inclusive Education
Location
Hamilton B
Proposal Track
Research Project
Session Format
Symposium
Abstract
The purpose of this study is 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 learning environments. A case study explanatory sequential mixed-methods design will be applied. The first phase of this study will involve gathering quantitative data using a survey instrument to survey elementary school principals and teachers about their opinions on inclusive education. The second phase of this study will consist of collecting qualitative data on participants’ perceptions of inclusive education, including their views on leadership style (i.e., transformational leadership) that is ideal for implementing and sustaining inclusive educational learning environments. Murray (2012) and Stubbs (2009) identified school leadership and qualified teachers as key factors for successful implementation of inclusive education. Consequently, understanding the current perceptions of principals and teachers about inclusive education can benefit the development and sustainability of inclusive learning environments for Bahamian schools. The results of the study can guide policymakers in how best to redistribute financial, human, and physical resources to foster inclusive educational instructional practices. Furthermore, this study can make a valuable contribution to the literature on inclusive education in a Bahamian context.
Keywords
Inclusive Education, Bahamian Education, Perceptions, Leadership.
Recommended Citation
Colebrooke, Tracy, "Bahamian Elementary School Principals' and Teachers' Perceptions of Inclusive Education" (2016). Georgia Educational Research Association Conference. 26.
https://digitalcommons.georgiasouthern.edu/gera/2016/2016/26
Bahamian Elementary School Principals' and Teachers' Perceptions of Inclusive Education
Hamilton B
The purpose of this study is 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 learning environments. A case study explanatory sequential mixed-methods design will be applied. The first phase of this study will involve gathering quantitative data using a survey instrument to survey elementary school principals and teachers about their opinions on inclusive education. The second phase of this study will consist of collecting qualitative data on participants’ perceptions of inclusive education, including their views on leadership style (i.e., transformational leadership) that is ideal for implementing and sustaining inclusive educational learning environments. Murray (2012) and Stubbs (2009) identified school leadership and qualified teachers as key factors for successful implementation of inclusive education. Consequently, understanding the current perceptions of principals and teachers about inclusive education can benefit the development and sustainability of inclusive learning environments for Bahamian schools. The results of the study can guide policymakers in how best to redistribute financial, human, and physical resources to foster inclusive educational instructional practices. Furthermore, this study can make a valuable contribution to the literature on inclusive education in a Bahamian context.
