Teachers’ Perceptions of Leadership Practices on Inclusive Education in Rural Appalachian Elementary Schools

The purpose of this phenomenological study was to examine fifth-grade teachers’ perceptions of principal practices related to the academic achievement of students with disabilities in inclusive schools in the Appalachian region of North Carolina, Tennessee, and Virginia. The study focused on rural Appalachian schools because they face unique challenges related to poverty, isolation, and limited resources that can influence their ability to provide inclusive education. Data collection strategies included semi-structured individual interviews and document review. The data analysis strategies included transcription of interviews, member checking, coding, and identifying themes. To ensure credibility of findings, rigorous measures such as coding and re-coding, establishing a chain of evidence, peer debriefing, and member checking were employed, enhancing the credibility and dependability of the research outcomes. Analysis of the data revealed six key themes: data-driven decision-making, vision for learning, instructional leadership, teacher support, school culture and expectations, and inclusive practices. Data-driven decision-making emerged as a critical factor, with principals actively using student performance data to guide instruction and improve outcomes. A strong vision for learning was emphasized, with principals setting high expectations and fostering an inclusive academic environment. Instructional leadership practices supported teachers through guidance, flexibility, and active classroom engagement. Principals were pivotal in providing logistical and emotional support to teachers, which was reinforced through open communication. School culture, shaped by high expectations and a sense of community, was highlighted as essential to fostering an inclusive and supportive environment. Finally, inclusive practices ensured that students with disabilities were integrated into all aspects of school life, promoting both academic and social inclusion.