Are Educational Leaders in Compulsory Schools Inclusive? A Teacher’s Perspective

Abstract

In this paper we analyze inclusive leadership based on the indicators that seem to be necessary when considering the development of this type of leadership. To this end, we apply the LEI-Q questionnaire “Leading inclusive education in compulsory education centres”- teaching team, to a representative sample of teachers from Huelva and province (Andalusia, Spain). Cluster and factorial analyses were carried out. The perceptions of the participating teachers reflect that school management still has a long way to go toward more inclusive practices. Our research helps to clarify, which practices should be carried out by leaders in order to build an inclusive school.