LEADERSHIP EFFECTIVENESS IN MANAGING INCLUSIVE EDUCATION FOR GOAL ATTAINMENT IN PUBLIC SECONDARY SCHOOLS IN BAYELSA STATE

Abstract

The study examined leadership effectiveness in managing inclusive education for goal attainment in the public secondary in Bayelsa State. A correlation research design was adopted for the study. Two (2) research questions and corresponding hypotheses were raised to guide the study. The population of the study comprised all teachers in public secondary schools in Bayelsa State. A sample of 456 respondents was used in the study. The instrument for data collection was a structured questionnaire developed by the researcher and validated by experts. The reliability of the instrument was established using the Cronbach Alpha formula, and a value of 0.84 was obtained and considered appropriate for the study. The research questions were answered using mean and standard deviation, while Pearson Product Moment Correlation was used to test the hypotheses. The findings revealed that the extent to which communication effectiveness and resource allocation effectiveness enhance inclusive education for goal attainment in public secondary schools in Bayelsa Statewas high. Also, the findings revealed that communication and resource allocation effectiveness significantly enhance inclusive education for goal attainment in public secondary schools in Bayelsa State.