Leadership Readiness and Institutional Barriers to Inclusive Education in Public Secondary Schools: A Case Study in the Context of District Larkana, Pakistan

Abstract

Inclusive education remains a significant global priority, yet its implementation in developing countries like Pakistan faces substantial institutional and leadership obstacles. This qualitative case study examined the readiness of school leaders to promote inclusive education in public secondary schools in Larkana, Sindh. Utilizing semi-structured interviews with six purposively selected participants, the study investigated leaders' understanding of inclusive education and the implementation challenges they encounter. Thematic analysis of the data revealed that while participants held positive attitudes and acknowledged the importance of inclusive education for educational equality, effective implementation is hindered by critical barriers. These include the absence of professional training, inadequate resources and infrastructure, overcrowded classrooms, limited government support, and unclear institutional policies. Consequently, although school leaders express willingness to support inclusive education, practical and systemic constraints significantly impede its realization. To advance inclusive education in Pakistan, the study recommends enhancing capacity-building programs for teachers and leaders, improving policy implementation, increasing resource allocation, and providing reinforced institutional support for school authorities and policymakers.