ORGANIZATIONAL LEADERSHIP FOR INCLUSIVE LEARNING: INSIGHTS IN PUBLIC ELEMENTARY SCHOOLS

Inclusive education must be implemented to ensure all learners benefit from the teaching-learning process. This study aimed to see if there was a relationship between the factors influencing Inclusive Education implementation in public elementary schools, considering organizational leadership qualities. The study used a quantitative, descriptive-predictive design involving 154 elementary school teachers and 254 parents drawn randomly from the Ambray District, Division of San Pablo City. The respondents' perceptions of organizational leadership and the implementation of inclusive education in public elementary schools were assessed using a survey questionnaire. Respondents perceived organizational leadership in inclusive education as evident, according to the mean and standard deviation. Similarly, all aspects of inclusive education implementation were perceived to be evident, such as creating an inclusive culture, developing curricula for all, and orchestrating learning. Furthermore, using the Pearson product-moment correlation coefficient, it was discovered that implementing inclusive education is significantly related to factors such as inclusive education organizational leadership. Similarly, these significantly predict the level of inclusive education implementation in public elementary schools. As a result, administrators should consider offering teachers inclusive education professional development activities to improve their readiness to implement inclusion in their classrooms.