Influence of Allocated Budget on Implementation of Inclusive Education in Integrated Public Primary Schools in South Rift Region, Kenya

Cherotich Mary Gabriel, Jeremiah M. Kalai and Petronila M. Kingi
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Cherotich Mary Gabriel: Department of Educational Management, Policy and Curriculum Studies, University of Nairobi
Jeremiah M. Kalai: Supervisors Doctor of Education Student, Policy and Curriculum Studies, University of Nairobi
Petronila M. Kingi: Supervisors Doctor of Education Student, Policy and Curriculum Studies, University of Nairobi

International Journal of Research and Innovation in Social Science, 2023, vol. 7, issue 7, 1197-1206

Abstract: This study investigated the influence of adequacy of allocated budgets by head teachers on the implementation of inclusive education in integrated primary schools in the South Rift Valley region in Kenya. The study adopted a descriptive survey research design. The target population comprised of 25 head teachers, 308 representatives of school management committees, and 308 parents’ association’s representatives from the 25 integrated schools in the South Rift Region, Kenya. The study was guided by Resource Based Theory propounded by Penrose (1959). Data was collected using questionnaires for head teachers and Special Needs Education teachers. Reliability was determined through test-retest method and calculated using Pearson’s correlation coefficient whose reliability was 0.802. Validity was ensured through discussion with the experts (supervisors) and using questions framed in less ambiguous way. Data was analysed using descriptive statistics, correlation and regression statistics. The findings showed the existence of a positive relationship between head teachers’ allocated budget and implementation of inclusive education (r=0.759; p

Date: 2023
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