Effects of bureaucracy on inclusive education: The perceptions of Portuguese principals

Abstract

This article is based on a study of school bureaucracy in Portugal, which aims to understand the perceptions of public-schools Principals about the impact of bureaucratic dysfunctions on the efficacy, efficiency and effectiveness of ongoing educational processes, namely the implementation of Decree-Law 54/2018 of July, with a view to achieving the right of each student to an inclusive education that responds to their potential, expectations and needs. The data presented were collected through a nationwide questionnaire survey from Portuguese public school principals, having answered 81 (10%), in a geographical distribution that covered all the districts of mainland Portugal. We present their perceptions about the impact of bureaucratic issues on the implementation of this legal regulation in the schools they manage. The analysis of the data collected allows us to conclude that most directors consider that the implementation of inclusive education leads to positive results for the school community, in particular for students who benefit from planned support measures, despite identifying some bureaucratic dysfunctions in the application of this legal diploma in their schools, which condition and undermine their effectiveness.