Lastone BalyainoMuweesi CharlesMary Kagoire OchiengIsabirye ChristopherFaith Mbabazi Musinguzi2025-07-252025-07-252023-12https://hdl.handle.net/20.500.11951/1723Journal article published in Advances in Social Sciences and Management (ASSM) publicationThe study investigated the Head Teacher’s support Role in the Quality of Inclusive Education in Secondary Schools in the Iganga District. It examined the head teacher’s mandates in the realization of quality inclusive education in selected secondary schools. Explicitly, the study determined the influence of the head teacher's support role on the quality of inclusive education in secondary schools. This study adopted a cross-sectional survey design, drawing on quantitative and qualitative research approaches with a sample size of 83 respondents. Interview guides and questionnaires were used for data collection. SPSS software version 23 was used with a focus on descriptive statistics. The verbatim method was used for qualitative data. The study revealed that there was a moderate positive or constructive significant correlation between the head teacher's support role and achievement of quality inclusive education in selected secondary Schools (r=.514** p < 0.05). The study established that putting in place continuous professional development workshops, welfare, giving support supervision and provision of teaching aids, while other factors or issues remain constant, is most likely to better the process of inclusive education quality in secondary school. Conclusively the study revealed that the Head teacher's planning, support and motivation cannot work in isolation in the attainment of quality inclusive education. Monetary and nonmonetary ways greatly influence the quality of inclusive education. Also, the study recommends head teachers make relevant plans and increase support and motivation to uplift secondary schools' quality of inclusive education.enQuality EducationInclusive EducationEducation in UgandaSupport RolesArticle