Transformative Leadership Practices of School Heads: Advancing Equity and Ensuring Access to Inclusive Education

This study investigated the transformative leadership practices of school heads in promoting equity and ensuring access to inclusive education in Bulan III District. Anchored on the Department of Education’s Vision, Mission, and Core Values, the research utilized a mixed-method design combining quantitative surveys and qualitative interviews. Quantitative findings showed that transformative leadership practices were generally evident, with a high overall mean of 4.44 for equity- driven practices and 4.26 for promoting inclusive access. The most evident practices included equitable resource distribution, policy advocacy for equity, stakeholder empowerment, and enforcement of anti-discrimination measures. However, lower ratings were noted in creating professional development programs and providing facilities for differently abled learners, indicating areas needing improvement. Qualitative results revealed five major themes: (1) commitment to equity and inclusion rooted in vision and mission, (2) translation of inclusive vision into daily practices, (3) stakeholder engagement in decision-making, (4) collaborative efforts to enhance inclusion, and (5) the importance of professional development. In vivo codes emphasized authentic actions such as celebrating diversity and communicating inclusively. Despite strong implementation, challenges were identified, including a lack of trained personnel in inclusive education, limited professional development, unclear frameworks, insufficient funding, and inadequate assistive technologies. The study concludes that while transformative leadership promoting equity and access is evident, sustainability requires strengthened teacher training, clearer implementation structures, and improved infrastructure. Overall, the findings underscore the need for continuous leadership development and collaborative efforts to achieve equitable and inclusive educational environments.