The Role of School Administrators in Promoting Inclusive Education for Learners with Disabilities: Evidence from Selected Schools in Lundazi District, Eastern Province, Zambia

This paper examines the role of school administrators in promoting inclusive education for learners with disabilities in selected schools of Lundazi District, Eastern Province, Zambia. The study adopted a descriptive survey research design within a case study framework. A mixed-methods approach was used, combining structured questionnaires and semi-structured interviews. The total sample comprised 50 participants, including 15 school administrators (headteachers and deputy headteachers), 25 classroom teachers, and 10 parents of learners with disabilities. Quantitative data were analysed using descriptive statistics (frequencies, percentages, means, and standard deviations), while qualitative data were analysed thematically. Findings indicate that administrators hold strongly positive attitudes toward inclusive education as a fundamental right; however, their implementation capacity is significantly constrained by inadequate training, resource scarcity, inaccessible infrastructure, and limited professional support. Only 33.3% of administrators had received formal training in inclusive education, and 100% of schools lacked trained special education teachers. The most frequently used strategies included advocacy for resources and facilitation of teacher peer support, while structured strategies such as individualised support planning were rarely implemented. The paper concludes that administrators in Lundazi District act as committed but under-resourced change agents. It recommends mandatory leadership training in inclusive education, increased funding for assistive resources and infrastructure, and stronger district-level professional support systems.