The Role of School Principals in Developing an Inclusive Culture in Elementary Schools

This study aims to determine the level of school principal leadership, the level of inclusive culture, and the role of school principal leadership in developing an inclusive culture in elementary schools. The study employed a qualitative approach using the case study method at SD Negeri 003 Bengalon. The research subjects included the school principal, teachers, educational staff, students, the school committee, and other relevant parties. Data were collected through interviews, observations, and documentation, then analyzed using the Miles, Huberman, and Saldana model, which includes data reduction, data presentation, drawing conclusions, and verification. Data validity was tested through source triangulation and methodological triangulation. The research results indicate that the school principal serves as a leader, manager, motivator, and policy-maker in fostering an inclusive culture. These roles are realized through the formulation of policies that support equality, teacher training, providing equal opportunities to all students, creating an inclusive school environment, and collaborating with parents and various stakeholders. Supporting factors include the principal’s commitment, collaboration among the school community, and parental support, while inhibiting factors include limited resources, facilities, and infrastructure, as well as a lack of understanding among some members of the school community regarding inclusive education.