DefinePK

Abstract

This research explores how transformational leadership and instructional leadership, collaborative configurations, and implementing Individualized Education Plans (IEPs) operate in inclusive Khyber Pakhtunkhwa schools of Pakistan. By using a quantitative approach, quantitative data was obtained from 178 school administrators on a standardized questionnaire. The outcomes indicate that transformational leadership as well as instructional leadership both exhibit strong positive correlations with the implementation of IEPs, though collaborative configurations functioned as a mediator. Transformational leadership promotes participation and cooperation, while instructional leadership promotes goal alignment with education, both directly impacting IEP practice. Shared frameworks are essential in developing stakeholder involvement and joint decision-making, also improving IEP outcomes. Demographic differences identify differences in perceptions and practices of leadership through age, gender, designation, and sector, calling for adaptive leadership training and policy responses. Implications of the research highlight the critical role of sound leadership and interagency collaboration to break down institutional barriers to inclusive education. Areas of limitation for this research are geographic reach and use of self-reported data and, therefore, future research in other regions using other factors associated with IEP implementation is a recommendation. Research findings offer recommendations for policymakers and educators seeking to establish equitable, inclusive learning opportunities.