RT Journal Article
T1 Are Educational Leaders in Compulsory Schools Inclusive? A Teacher’s Perspective
A1 Coronel Llamas, José Manuel
A1 González Falcón, Inmaculada
A1 García Rodríguez, María del Pilar
A1 Gómez Hurtado, Inmaculada
K1 Educación
AB In this paper we analyze inclusive leadership based on the indicators thatseem to be necessary when considering the development of this type ofleadership. To this end, we apply the LEI-Q questionnaire “Leading inclusiveeducation in compulsory education centres”- teaching team, toa representative sample of teachers from Huelva and province (Andalusia,Spain). Cluster and factorial analyses were carried out. The perceptions of theparticipating teachers reflect that school management still has a long way togo toward more inclusive practices. Our research helps to clarify, whichpractices should be carried out by leaders in order to build an inclusiveschool.
PB Taylor and Francis
SN 1570-0763
YR 2023
FD 2023-08-15
LK https://hdl.handle.net/10272/24882
UL https://hdl.handle.net/10272/24882
LA eng
NO Gómez-Hurtado, I., García-Rodríguez, M. D. P., González-Falcón, I., & Coronel-Llamas, J. M. (2023). Are Educational Leaders in Compulsory Schools Inclusive? A Teacher’s Perspective. Leadership and Policy in Schools, 23(4), 842–861. https://doi.org/10.1080/15700763.2023.2244578
NO This research has been supported by Ministry of Education and Science [Grant PID2019-106250RB-100/SRA] (StateResearch Agency/10.13039/501100011033). Details removed for blinding purposes.
DS Repositorio Institucional de la Universidad de Huelva
RD 1 jun 2026