Challenges of Teacher Leadership in Inclusive Education: A Qualitative Study of Malaysian Schools

Abstract

Teacher leadership is widely acknowledged as a critical enabler of inclusive education, particularly in classrooms that require close collaboration between mainstream and special education teachers (Wenner & Campbell, 2017; Harris, 2020). Despite policy support for inclusive education in Malaysia, teachers continue to encounter significant challenges when enacting leadership roles within inclusive classroom settings (Salleh & Woollard, 2019). This qualitative case study examines the challenges faced by teachers in practising leadership in inclusive education contexts in Johor Bahru, Malaysia. Guided by Katzenmeyer and Moller’s Teacher Leadership Model, data were collected through semi-structured interviews and classroom observations involving six experienced teachers from two public schools. Thematic analysis identified five interrelated categories of challenges: limited leadership preparation, role ambiguity and professional boundaries, constraints on autonomy, structural and time-related barriers, and communication and collaboration tensions. The findings reveal that teacher leadership in inclusive education is often constrained by systemic and cultural factors rather than a lack of commitment among teachers. The study contributes empirical insights into the complexities of teacher leadership in inclusive classrooms and highlights the need for targeted professional development, organisational support, and policy alignment to strengthen inclusive education practices.