FOSTERING INCLUSIVE EDUCATION THROUGH PROFESSIONAL CONDUCT AND ETHICAL MANAGEMENT PRACTICES IN THE PORT HARCOURT METROPOLIS

Abstract

This paper explores the connection between professional conduct, ethical management practices, and the promotion of inclusive education in schools within the Port Harcourt Metropolis. Inclusive education seeks to provide equitable learning opportunities for all learners, regardless of ability, socio-economic background, or cultural difference. The study argues that professional and ethical behavior among teachers and administrators serves as the foundation for effective inclusion. Drawing an insight from educational management and ethics literature, the paper highlights how teacher professionalism, ethical decision-making, and transparent school governance aids in enhancing students’ participation, well-being, and academic achievement. It concludes that sustained professional development and value-driven leadership are essential to strengthening inclusive education in Port Harcourt schools.