Does School Climate Matter in Inclusive Education? A Case of Instructional Leadership in the Philippines
DOI:
https://doi.org/10.23918/ijsses.v9i1p91Keywords:
Instructional Leadership, School Climate, Madrasah Integration Program, Inclusive EducationAbstract
With the integration of ALIVE (Arabic Language and Islamic Values) program into the basic education curriculum of the Philippines’ public school system, this study was aimed to examine how school climate in pilot public schools relate to the instructional leadership of Asatidz (Islamic teachers) coordinators of ALIVE program in major cities in Davao region, the Philippines. Using mixed methods of correlational and phenomenological designs, the study revealed that the instructional leadership of Asatidz coordinators was dependent on the school climate of pilot public schools. Finally, the recurring theme was the controlling image of an ideal Asatidz coordinator who is perceived to be competent, committed, proficient in the teaching of Arabic language and knowledgeable of Islamic values. Conversely, the patterns of lived experience of Asatidz coordinators unveiled that professional development program and instructional resources were perceived as important factors that impact implementation of the integration program of inclusive education.
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