Preparation of primary education principals to address diversity with an inclusive approach Eisler Matías Martínez 1 *

Abstract

This study addressed the preparation of primary education principals to address diversity with an inclusive approach in the Chambas municipality, Cuba, motivated by identified gaps in their theoretical, methodological, and practical training. The research, aligned with Cubas educational principles of equity and quality, aimed to diagnose the current state of this preparation. A mixed-method approach was employed, using a non-experimental cross-sectional design, with surveys, interviews, and observations applied to a sample of 17 principals. Key findings revealed significant shortcomings: limited methodological activities focused on diversity, inadequate principal training, and a lack of integration of differentiated actions in institutional planning. Additionally, ineffective leadership in promoting inclusion was observed, with minimal emphasis on teacher preparation and poor systematization of the topic. It was confirmed that principals need to recognize the active role of students, orienting their work towards guiding the educational process and paying greater attention to school diagnostics and comprehensive training. It was concluded that there is a need to design strategies that strengthen the preparation of principals, ensuring inclusive and personalized education in primary schools. Addressing inclusive education as a distinctive way to meet the needs of schoolchildren from a personalized perspective is essential to meet contemporary educational challenges and guarantee quality education.