Leading Inclusive Schools in Cambodia: Principals’ Concerns and Training Needs to Support Inclusive Practices

This study investigated Cambodian principals’ concerns in implementing inclusive education, centering on resources, workloads, academic standards, and acceptance, and examined how their training experiences related to these concerns. It surveyed 193 principals across Cambodia using the Concerns about Inclusive Education Scale (CIES), with data analyzed through descriptive statistics, exploratory factor analysis, reliability tests, and linear regression. The findings revealed significant concerns, including a lack of paraprofessionals, limited knowledge and skills, increased workloads, and challenges in managing students with low self-care skills. Principals with training had significantly fewer concerns, highlighting the need for enhanced policy support and training.