Abstract:
Previous researchers have indicated that principals play a key role in implementing successful
and effective inclusive programs. However, there remains a gap in the literature regarding the
attitudes and perceptions of principals toward the implementation of inclusive education.
Therefore, the purpose of this quantitative methods research was to investigate the attitudes and
perceptions of primary school principals towards the implementation of inclusive education in
Awi zone. A total of 86 participants; 56 male and 24 female principals and 6 Zone supervisors
and educational experts were selected by using simple random sampling and purposive
sampling. Attitude and perception scales of five point Likert Scale, interview and open ended
questions were used to collect data. Data were analyzed using descriptive and inferential
statistics. This study investigated how demographic variables; sex, education level, experience
and trainings affected principals’ attitudes and perceptions towards the implementation of
inclusive education. Results indicated that most principals had negative attitudes and unrealistic
perceptions towards the implementation of inclusive education. Of the variables sex, education
level and training were significant predictors of unfavorable attitudes and unrealistic
perceptions towards the implementation of inclusive education. The qualitative data results
indicated that lack of training, lack of knowledge and experience about inclusive education,
education level, lack of special needs focal person and special needs teachers, shortage of
resources, and factors related to school physical environment were the major factors affected
principals’ attitudes and perceptions. Ongoing training will prepare principals with positive
attitudes and realistic perceptions towards the implementation of inclusive education.
