What do school management teams do to make their schools inclusive?

IF 2.8 Q1 EDUCATION & EDUCATIONAL RESEARCH

School Leadership & Management Pub Date : 2022-12-30 DOI:10.1080/13632434.2022.2144201

Beatriz Barrero Fernández, M. J. León Guerrero, F. Fernández-Martín, José Luís Arco Tirado, Rubén Moreno Arrebola

{"title":"What do school management teams do to make their schools inclusive?","authors":"Beatriz Barrero Fernández, M. J. León Guerrero, F. Fernández-Martín, José Luís Arco Tirado, Rubén Moreno Arrebola","doi":"10.1080/13632434.2022.2144201","DOIUrl":null,"url":null,"abstract":"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.","PeriodicalId":47255,"journal":{"name":"School Leadership & Management","volume":"39 1","pages":"50 - 69"},"PeriodicalIF":2.8000,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"School Leadership & Management","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/13632434.2022.2144201","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}

引用次数: 0

Abstract

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.

查看原文本刊更多论文

学校管理团队如何使学校更具包容性?

本研究的目的是从教学人员(管理团队成员和教师)的角度描述学校管理层为促进所有学生的包容和学习而采取的行动，并找出这些举措是否由学校环境、所教授的教育阶段和管理团队成员所担任的职位决定。这份名为“在义务教育学校领导全纳教育——教师”的问卷名为“Liderando la Educación Inclusiva en centrros de Educación Compulsory (LEI-Q)- equipo Docente”，共有420名教师作答。问卷的心理测量特性已通过探索性和验证性因子分析得到证实。描述性分析和非参数回归也进行了。结果表明，在所分析的学校中，管理团队正在采取有利于教育包容性的行动，其中实施最多的是那些旨在管理教学过程和专业发展的行动，而实施最少的是那些旨在使学校成为包容性社区的行动。这些行为受到学校所教的教育阶段、学校所在的地区以及学校领导所担任的职位的影响。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

School Leadership & Management EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

8.20

自引率

9.60%

发文量

期刊介绍： School Leadership & Management welcomes articles on all aspects of educational leadership and management. As a highly cited and internationally known SCOPUS journal, School Leadership and Management is fundamentally concerned with issues of leadership and management in classrooms, schools, and school systems. School Leadership & Management particularly welcomes articles that contribute to the field in the following ways: Scholarly articles that draw upon empirical evidence to provide new insights into leadership and management practices; Scholarly articles that explore alternative, critical, and re-conceptualised views of school leadership and management; Scholarly articles that provide state of the art reviews within an national or international context; Scholarly articles reporting new empirical findings that make an original contribution to the field; Scholarly articles that make a theoretical contribution which extends and deepens our understanding of the key issues associated with leadership, management, and the direct relationship with organisational change and improvement; Scholarly articles that focus primarily upon leadership and management issues but are aimed at academic, policymaking and practitioner audiences; Contributions from policymakers and practitioners, where there is a clear leadership and management focus. School Leadership & Management particularly welcomes: •articles that explore alternative, critical and re-conceptualised views of school leadership and management •articles that are written for academics but are aimed at both a practitioner and academic audience •contributions from practitioners, provided that the relationship between theory and practice is made explicit.