UNDERSTANDING CHALLENGES IN THE IMPLEMENTATION OF INCLUSIVE EDUCATION THROUGH THE LENS OF EDUCATIONAL MANAGEMENT

This study explored the challenges encountered in the implementation of inclusive education in public elementary schools in the Division of Bohol for the school year 2024–2025, through the lens of educational management. Utilizing a descriptive qualitative research design, the study aimed to understand school administrators’ perceptions of inclusive education, identify the challenges they face, determine how they address these challenges, and propose a management framework for effective implementation. Fifteen (15) school administrators from central schools across Bohol’s three districts were selected through purposive sampling. Data were gathered through semi-structured interviews and analyzed thematically to capture recurring patterns and core insights. Findings revealed that administrators perceived inclusive education as essential to ensuring equity, social justice, and equal opportunity for all learners, particularly those with disabilities and diverse backgrounds. Key challenges included insufficient teacher training, lack of resources, parental resistance, large class sizes, and rigid curricula. Despite these constraints, administrators responded with proactive strategies such as professional development, fostering collaboration, and adapting teaching practices. Based on the findings, a framework was proposed emphasizing strong leadership, continuous teacher support, stakeholder engagement, and strategic resource allocation, all grounded in systems theory. The study concludes that a holistic, collaborative, and well-resourced approach is vital in sustaining inclusive education. It recommends regular training, advocacy for funding, community partnerships, school-wide diversity programs, and clear progress monitoring mechanisms to enhance inclusive practices in schools.