Classroom diversity management strategies and implementation of inclusive education in selected secondary schools in Iganga district Uganda.
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Date
2026
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Busitema University
Abstract
Despite Uganda’s commitment to inclusive education, its implementation remains inconsistent, particularly in rural districts such as Iganga. This study investigated the relationship between classroom diversity management strategies and the implementation of inclusive education in selected secondary schools in Iganga District. The study adopted a concurrent embedded mixed-methods design. Quantitative data were collected from 81 teachers, while qualitative data were obtained through interviews with relevant school personnel. Descriptive statistics, Pearson Product-Moment correlation and regression analysis were used to analyse the quantitative data, while thematic analysis was used for qualitative data. The findings showed that classroom diversity management strategies were generally weak, with an overall mean of 2.522 (SD = 0.809). Classroom diversity management had a moderate, positive and statistically significant relationship with curriculum adaptation (r = .525, p < .001, N = 81). However, its relationship with teachers’ attitudes towards inclusive education was weak and statistically non-significant (r = .131, p = .245), while the relationship with supportive school environment was also weak and statistically non-significant (r = .216, p = .052). Regression analysis showed that classroom diversity management significantly explained variation in curriculum adaptation (F = 13.459, p < .001, R² = .195), teachers’ attitudes (F = 6.278, p = .003, R² = .102), and supportive school environment (F = 25.116, p < .001, R² = .312). Qualitative findings further indicated that limited professional development, inadequate teaching resources and insufficient institutional support constrained teachers’ capacity to implement inclusive practices consistently. The study concludes that effective classroom diversity management is particularly important for curriculum adaptation, but improvements in teachers’ attitudes and the wider school environment require complementary investments in teacher preparation, resources, leadership support and professional development. The study recommends strengthening teacher training, providing appropriate instructional resources, promoting flexible curriculum practices, and enhancing school-level support systems to improve the implementation of inclusive education in secondary schools
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Namusobya, Z. (2026). Classroom diversity management strategies and implementation of inclusive education in selected secondary schools in Iganga district Uganda. [Unpublished dissertation]. Busitema University.