Inclusive School Leadership in Developing Context: What Are the Levers of Change?

Opoku, Maxwell Peprah

doi:10.1177/19427751221087731

Cited by 6 publications

(19 citation statements)

References 62 publications

(168 reference statements)

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“…Despite the existence of intra‐school collaboration, it was absent among the study participants. This finding is partly consistent with previous studies, which reported poor collaboration between teachers working with children with disabilities in the UAE (Alghazo & Alkhazaleh, 2021) and other contexts (Kuhl et al., 2015; Opoku, 2022). In this study context, it was evident that, because the children were studying across schools, it would be beneficial for the participants to communicate or share ideas about best teaching practices.…”

Section: Discussionsupporting

confidence: 92%

‘One child, two schools’: Teachers' perspectives on the dual enrolment of students with disabilities in private special and inclusive schools in the United Arab Emirates

Ali,

Opoku

2023

Research in Spec Educ Needs

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There are efforts being taken to provide students with disabilities access to education in a dual context, namely, some days at inclusive schools and others at special schools. However, there is limited information regarding how teachers are contending with such practices. This study explored teachers' perceptions of students with disabilities' education in the dual enrolment education system of the United Arab Emirates (UAE). Specifically, the social education model was conceptualised to understand teachers' perceptions, collaborative efforts, resources and challenges in terms of dual enrolment practices. The study's sample consisted of 10 teachers at private schools, consisting of five special education teachers and five general education teachers, recruited from Al Ain, the third largest city in the UAE. Despite the participants' positive responses concerning dual enrolment, the results showed the system's poor implementation for students with disabilities. This was the result of a lack of collaboration, communication and a shared plan to support the development of children with disabilities across schools. This study concludes by recommending a national framework to guide the implementation of a dual enrolment system in the UAE.

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Section: Discussionsupporting

confidence: 92%

‘One child, two schools’: Teachers' perspectives on the dual enrolment of students with disabilities in private special and inclusive schools in the United Arab Emirates

Ali,

Opoku

2023

Research in Spec Educ Needs

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“…In practising inclusive education, resources have consistently been reported as inadequate (Hajj Ali & Opoku, 2023), burdening teachers in classrooms. Thus, as a result of the scarcity of resources for the successful practice of inclusive education, innovations such as assigning stakeholders to offer one-onone support to students with disabilities may be needed to advance classroom practices (Opoku, 2022). In the UAE context, understanding of disability is also lacking (Gaad, 2010).…”

Section: T H Eor Et Ica L F R a M Ewor Kmentioning

confidence: 99%

Female school leadership in the United Arab Emirates: Validation of a ‘heuristic’ inclusive education leadership model

Alnuaimi,

Opoku

2024

Research in Spec Educ Needs

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Inclusive education has been widely accepted as a useful policy to offer equal access to education to all children. However, practices have stalled in many countries, including the United Arab Emirates (UAE), necessitating support for system strengthening to enhance the existing practices in schools. While leadership is at the heart of effective practices, there is little discussion on the leadership required to leverage inclusive practices. In the UAE, little information is available regarding inclusive education leadership at early school levels, which is dominated by female teachers. This study examined the structural validity of the heuristic leadership framework, which focuses on leadership tenets (transaction, transformation and instruction) controlled by school leaders, to explain female leadership practices in the implementation of inclusive education in early education schools in the UAE. A scale based on the study framework (heuristics leadership framework) was used to collect data from 151 school leaders, including principals, vice principals, faculty heads and lead teachers, working at early school levels across the UAE. The results of this study provide theoretical support for the heuristic leadership framework and some demographics, providing valuable insights into leadership practices among female education leaders in the UAE.

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“…Moreover, teachers’ perception of the implementation of IE has been negative because they feel unqualified and unsupported to teach all students in one classroom (Ameteppee & Anastasiou, 2015; Nketsia, 2018; Nketsia & Saloviita, 2013). The ineffectiveness of IE practices raises two critical issues: (a) the actual implementation of IE policy (Ameteppee & Anastasiou, 2015; Nketsia, 2018; Nketsia & Saloviita, 2013; Opoku, 2016; Singal et al, 2015) and (b) the quality of teacher training offered in schools (Nketsia, 2018; Nketsia & Saloviita, 2013; Opoku, 2016, 2021, 2022; Opoku et al, 2022). Because teacher education is vital to the success of GATE (Merrotsy, 2015; Plunkett & Kronborg, 2011), exploring the attitudes and confidence levels of future teachers toward GATE in Ghana is essential.…”

Section: Introductionmentioning

confidence: 99%

Attitudes and Self-Efficacy of Preservice Teachers Toward Teaching Gifted and Talented Students

Opoku

Nketsia

Amponteng

et al. 2023

Journal for the Education of the Gifted

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Teacher training is fundamental to the success of gifted and talented education (GATE). Unfortunately, in sub-Saharan Africa, which is still in the early stages of practicing inclusive education, knowledge about GATE is limited because preservice teacher training programs have yet to prioritize this subject area. The aim of this exploratory study was to examine the attitudes and self-efficacy of 304 preservice teachers regarding GATE at three education colleges in Ghana. Using Ajzen’s Theory of Planned Behavior as a framework, the results show a positive association between attitude and self-efficacy, with the latter emerging as a significant predictor of the former. Other background variables—such as gender, knowledge of inclusive education policy, specialization, and level of study—provide insights into the attitudes and self-efficacy of preservice teachers. Also discussed is the need for teacher training institutions to introduce training courses and develop culturally responsive policies, guidelines, and strategies for GATE.

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Inclusive School Leadership in Developing Context: What Are the Levers of Change?

Cited by 6 publications

References 62 publications

‘One child, two schools’: Teachers' perspectives on the dual enrolment of students with disabilities in private special and inclusive schools in the United Arab Emirates

‘One child, two schools’: Teachers' perspectives on the dual enrolment of students with disabilities in private special and inclusive schools in the United Arab Emirates

Female school leadership in the United Arab Emirates: Validation of a ‘heuristic’ inclusive education leadership model

Attitudes and Self-Efficacy of Preservice Teachers Toward Teaching Gifted and Talented Students

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