School Principals’ Strategies in Managing Inclusive Education at a Junior High School in Humbang Hasundutan Regency

Abstract

This study aimed to analyze school principals’ strategies in managing inclusive education by applying management functions principles, and to identify hindrances to such implementation at a state junior high school in Humbang Hasundutan Regency. This is qualitative in nature with a descriptive method. Data were collected through observations, in-depth interviews, and documentation with school principals, vice-principals of schools, guidance and counselling teachers, and subject teachers. The data was analyzed using an interactive model of Miles and Huberman’s, comprising data reduction, data presentation, verification, and conclusion. The validity of the data was tested through a credibility test. The study reveals that there are three strategies which school principals employ in managing inclusive education, such as planning, organizing and coordinating teachers, and supervising subject teachers, homeroom teachers, and parents. Several hindrances are involved, including a lack of teacher competence, inadequate facilities, and parents’ limited understanding of inclusive education.