Effect of Head teachers’ Acquisition of Teaching and Learning Resources on Implementation of Inclusive Education in Public Primary Schools in Nairobi City County.

Abstract

The study investigated the effect of head teachers’ acquisition of teaching and learning resources on inclusive education implementation to determine their management initiatives for resources mobilization to effectively implement inclusive education for diverse learners.  Descriptive survey was applied. Questionnaires were administered to 71 head teachers and 297 teachers, supplemented by document analysis. Interview was used on eight Quality Assurance Standards Officers (QASOs) and four Education Assessment Resource Centre Officers (EARCs). Quantitative data was coded, analysed using descriptive statistics, and presented in frequency tables and bar graphs. Qualitative data was coded, transcribed and presented in narrative form. Both quantitative and qualitative data findings were discussed in juxtaposition with confirming or refuting the research evidence and reinforcing the interpretation. Chi-square was used to test the relationship between the independent variable: head teachers’ acquisition of teaching and learning resources versus dependent variable: implementation of inclusive education. It was confirmed that there was relationship between head teachers’ acquisition of teaching and learning resources with inclusive education implementation. However, majority of head teachers lacked competencies to effectively acquire adequate resources, referenced by head teachers and teachers on mobility aids, 43.7% and 51.2%; visual aids, 78.9% and 73.4%; hearing, aids, 70.4% and 61.8%. This effected on low enrolment of diverse learners. Therefore, head teachers should solicit for expertise skills on infrastructural development, procurement and acquisition of resources. Thus, the need for the study to fill the gaps in order to ensure equity to all learners’ access and learning outcomes in education.