Abstract
This paper, presents the findings of a small scale qualitative
case study of an inclusive school in Pakistan. The study focused on the
role of the principal, as a moral imperative, in transforming a
mainstream school to reach out to all learners through Inclusive
Education (IE).
The philosophy of inclusive education is derived from the principle of
Education as a Human Right, therefore giving it a moral outlook
grounded in the value for human dignity. Inclusive Education means
that mainstream schools admit all children irrespective of their abilities
and individual social, physical and economic differences. In the
absence of enabling legislation for implementation of Inclusive
Education (IE) in most of the developing countries (Eleweke & Jonah,
2000), IE remains a matter of the choice of individual schools and
principal as the “moral imperative of the school”, (Fullan, 2003;
Sergiovanni 1992). Findings of this study revealed that the role of the
principal of an Inclusive School is not only to facilitate the
restructuring of the school and curricula, but also to appeal to the
stakeholders’ emotions and feelings in order to change their attitudes
and perceptions about the right and ability of individual children to
belong to the school. The principal also serves as a model and
reinforces values such as: right to admission for all, quality education
for all, equal participation through flexible teaching and learning
activities, academic support, belongingness, care, respect, acceptance
and tolerance. All these portray characteristics that serve as a starting
point for school improvement and effectiveness as well as good
leadership in schools. Previous research conducted in Pakistan schools
revealed that students’ academic perspectives were interrelated with
their social and moral perceptions to the extent that if they did not
perform academically well, their moral and social behavior was also
equally affected (Vazir, 2004). This shows that there is a clear
relationship between academic achievement, and social and moral
perspectives However, principals perceive their roles first and foremost
as academic leaders and then as moral practitioners. Hence, this study
opens doorways for an educational dialogue to conceptualize the new
role for principals.
Nilofar Vazir, Anne Musalia . (2009) The Role of the Principal as a Moral Imperative: Case Study of an Inclusive School in Pakistan, Journal of Research and Reflections in Education, Volume 3, Issue 1.
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