What Do School Management Teams Do to Make Their Schools Inclusive?

Autor/inn/en	Fernández, Beatriz Barrero; León Guerrero, María José; Fernández-Martín, Francisco D.; Arco Tirado, José Luís; Arrebola, Rubén Moreno
Titel	What Do School Management Teams Do to Make Their Schools Inclusive?
Quelle	In: School Leadership & Management, 43 (2023) 1, S.50-69 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fernández, Beatriz Barrero) ORCID (León Guerrero, María José) ORCID (Fernández-Martín, Francisco D.) ORCID (Arco Tirado, José Luís) ORCID (Arrebola, Rubén Moreno)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-2434
DOI	10.1080/13632434.2022.2144201
Schlagwörter	School Administration; Teamwork; Inclusion; Teacher Attitudes; Administrator Attitudes; Leadership Responsibility; School Personnel; Principals; Assistant Principals; School Counselors; Educational Environment; Educational Practices; Elementary Secondary Education; Foreign Countries; Spain + Suchen Sie Ihr Suchwort? Inklusion; Lehrerverhalten; Schulpersonal; Principal; Schulleiter; Principals; Stellvertretende Schulleitung; School counselor; Beratungslehrer; Pädagogischer Berater; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Bildungspraxis; Ausland; Spanien
Abstract	The aim of this study is to describe the actions carried out by school management to promote inclusion and the learning of all students, from the perspective of teaching staff (members of management teams and teachers), and to find out whether these initiatives are determined by the school environment, the educational stages taught, and the positions held by the members of the management teams. The questionnaire, 'Liderando la Educación Inclusiva en Centros de Educación Obligatoria (LEI-Q)-Equipo Docente' ('Leading Inclusive Education in Compulsory Education Schools -- Teaching Staff') was answered by 420 teaching-staff members. The psychometric properties of the questionnaire have been confirmed using exploratory and confirmatory factorial analysis. Descriptive analysis and nonparametric regression have also been carried out. The results show that in the schools analysed, the management teams are undertaking actions in favour of educational inclusion, with the most implemented being those aimed at managing the teaching-learning processes and professional development, and the least implemented being those that aim to make the school an inclusive community. These actions are influenced by the educational stages taught in the school, the district where they are located, and the position held by the school leaders. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01