Professional Preparation of School Administrators for Inclusive Education in an African Context

Abstract

This study examined the professional preparation of school administrators for inclusive education. Embedded in Ubuntu philosophy, it is based on a qualitative interpretive study that drew on a sample of 24 Zimbabwean primary school administrators. A constant comparative approach was used throughout data analysis. Participants had inadequate professional preparation for inclusive school administration. The entrenchment of inclusive education in Ubuntu and its social, educational, economic, and political benefits to all people, countries, and the world informed the understanding and positive attitudes of the participants. Participants selected children with specific disabilities for inclusion in schools under their administration. Training school administrators in educational management courses could professionally prepare them for inclusive education.