School Heads’ Administrative Leadership Practices and the Sustainability of Inclusive Education

Abstract

This study determined the school heads’ administrative leadership practices and the sustainability of inclusive education in a cluster of a large-sized school division in Central Philippines during Term 1 of School Year 2026–2027. Using a quantitative research approach, data were gathered from 122 teachers through a validated and reliability-tested researcher-made questionnaire. Findings revealed that most respondents were younger, female, had attended few inclusive education training, and had shorter senior high school teaching experience. School heads’ administrative leadership practices were generally rated high in planning and policy implementation, instructional supervision and support, resource management and support, and monitoring and evaluation. Similarly, the sustainability of inclusive education was rated high in inclusive learning environment, equity in access and participation, learner support services, and curriculum adaptation and responsiveness. Both variables maintained high ratings across respondent profile categories. No significant differences were found in administrative leadership practices when grouped according to age, number of training attended, and teaching experience. However, significant differences emerged according to sex in resource management and support and monitoring and evaluation practices, with female respondents obtaining higher mean ranks. Furthermore, no significant differences were found in the sustainability of inclusive education across all profile variables. The findings indicate generally favorable perceptions of administrative leadership practices and inclusive education sustainability, although differences in selected leadership dimensions suggest areas for further examination and improvement.