School Management Teams in the Face of Inclusion. Teachers’ Perspectives

Abstract

This paper analyses teachers’ opinions concerning the actions taken by management teams in favour of policies which address inclusion in compulsory education schools in Granada (Spain). This is quantitative research in which the LIE-Q-Teaching Team has been used. 243 teachers participated in this study which involved a descriptive and inferential analysis. Results show that the actions promoting inclusion are mainly related to the management of teaching-learning processes and the professional development. Results also reveal that there are significant differences relate to the ownership of the school, the educational level and the socio-economic status of the area in which is located.