Coronel Llamas, José ManuelGonzález Falcón, InmaculadaGarcía Rodríguez, María del PilarGómez Hurtado, Inmaculada2025-01-212025-01-212023-08-15Gómez-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/10.1080/15700763.2023.22445781570-0763https://hdl.handle.net/10272/24882In 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.engAtribución-NoComercial-SinDerivadas 3.0 Españahttp://creativecommons.org/licenses/by-nc-nd/3.0/es/EducaciónInclusive LeadershipCompulsory SchoolsInclusive EducationEducational LeadershipTeachersjournal articledoi.org/10.1080/15700763.2023.2244578open access58 Pedagogía