Teacher agency towards promoting the implementation of inclusive education in South African schools

Teacher agency refers to educators' capacity to act purposefully and creatively within structural constraints. Although there are ongoing discussions on the importance of teacher agency, it has rarely been studied in the field of inclusive education. This study examines how teacher leverage their agency to promote the implementation of inclusive education in South African primary schools. Specifically, the study explored how teachers navigate policy gaps and resource constraints to offer quality education to all children. A qualitative design was used, drawing on semi-structured interviews, lesson observations, and document reviews. Sixteen teachers were selected from four schools in KwaZulu-Natal. Thematic analysis showed that rigid curricula, overcrowded classrooms, limited parental participation, and insufficient training hinder inclusive practices. Nevertheless, teachers were able to use adaptive strategies, including differentiated instruction, multimodal pedagogy, cooperative learning, and flexible evaluation to meet the learning needs of diverse students. Their improvisation and moral commitment enabled learners who experienced barriers to participate meaningfully despite systemic constraints. The study concludes with a recommendation for developing teacher agency as essential to transform classrooms into equitable learning environments and to advance national commitments to inclusive education.