Predictive Influence of School Management Support on Assessment Accommodation Practices for Learners with Disabilities in Inclusive Secondary Schools

Abstract

Inclusive assessment remains central to educational equity, yet implementation in Nigerian secondary schools appears uneven, prompting this study to examine whether multidimensional school management support predicts assessment accommodation practices. To achieve the purpose of the study, cross sectional survey design was adopted. Population comprised 7,482 teachers in 271 public secondary schools in Cross River State, with 380 teachers selected through multistage sampling using Taro Yamane formula and proportionate stratified techniques. Data collection was done using researchers’ developed questionnaire grounded in inclusive leadership and measurement literature. Content validity was established through expert review, and reliability coefficients .81. Instruments were administered directly in schools with ethical clearance and screened before analysis. Data were analysed in R4.5.1 using exploratory and confirmatory factor analysis, descriptive statistics, and multivariate logistic regression. Findings confirmed five-dimensional structure of management support with acceptable model fit, revealed very low accommodation implementation rate of 9.05 percent, and showed that specific management dimensions significantly increased odds of accommodation provision. It was concluded that structured management support is essential for improving inclusive assessment practice. The researchers recommended strengthened monitoring systems, policy enforcement with resource allocation and compulsory training in accommodation strategies.