Home⇛International Journal of Multidisciplinary: Applied Business and Education Research⇛vol. 6 no. 9 (2025)

Principal Leadership on Special Education Implementation: Basis for a Development Program

Ralph L. Casaul | Princess Jemma B. Tumolva | Angelica D. Payos

Discipline: Teacher Training

 

Abstract:

During S.Y. 2024–2025, this study looked at how school principals in the Division of Cavite, implemented special education (SPED) pro-grams. A questionnaire created by the researcher was used to collect data from 120 school principals using a descriptive-quantitative de-sign. The results showed that principals were very involved in advo-cacy (4.59), including students with disabilities in decision-making (4.78), and keeping an eye on inclusive practices (4.53). However, stakeholder engagement (2.85) and staff professional development (2.64) received lower ratings. Stakeholder engagement (2.46) and in-novation (2.81) trailed behind integrity (4.88), motivation (4.82), and feedback (4.72), which were all highly correlated with leadership be-haviors. Keeping up with technology (4.85), scarce resources (4.79), and resolving conflicts (4.76) were the main obstacles. Principals' en-gagement and leadership behaviors were found to be significantly positively correlated (r = 0.819, p <.001). In order to improve inclusive education outcomes, a development program that emphasizes leader-ship training, resource management, teamwork, staff professional de-velopment, and parent-community partnerships was suggested in light of these findings.



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