Intermediate Inverted Leadership: The Inclusive Leader's Model

Autor/inn/en	Charalampous, Constantia A.; Papademetriou, Christos D.
Titel	Intermediate Inverted Leadership: The Inclusive Leader's Model
Quelle	In: International Journal of Leadership in Education, 24 (2021) 3, S.349-370 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Charalampous, Constantia A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3124
DOI	10.1080/13603124.2019.1623925
Schlagwörter	Leadership Styles; Inclusion; Special Needs Students; Action Research; Innovation; Secondary School Students; Disadvantaged; Foreign Countries; Instructional Leadership; Teacher Attitudes; Mainstreaming; Secondary School Teachers; Cyprus + Suchen Sie Ihr Suchwort? Führungsstil; Inklusion; Sonderpädagogischer Förderbedarf; Projektforschung; Sekundarschüler; Ausland; Instruction; Leadership; Bildung; Erziehung; Führung; Lehrerverhalten; Zypern
Abstract	The marginalization of pupils characterized as having special educational needs (SEN) is a phenomenon that persists despite the international intense efforts to avoid it. The school headmaster and the leadership model which he/she follows are key factors that could contribute to the creation of an inclusive school environment. The mixed methodology action research (MMAR) was used in an attempt to invent an innovative leadership model to make education more inclusive for pupils characterized as having SEN within a mainstream secondary school in Cyprus. The preliminary data for this research were gathered using a mixed methodology approach. Action research was then carried out in a mainstream secondary school in Cyprus with a total of 80 participants, applying the proposed method to implement the innovative 'Intermediate inverted Leadership Model'. The study was then examined and critically evaluated through MMAR the extent to which the proposed leadership model enhanced inclusive education. The results showed that the innovative leadership model can contribute to inclusive education, by identifying the factors that lead to marginalization in order to convert them into factors that contribute in promoting inclusion. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01