School Management Teams in the Face of Inclusion. Teachers’ Perspectives López López, María Carmen Romero López, María Asunción Hinojosa Pareja, Eva Francisca Inclusion Leadership School headteachers The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This work was supported by the European Regional Development Fund of the European Commission (ERDF) and the Andalusian Board, in Spain (Ref: B-SEJ-057-UGR18). 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. 2026-03-12T09:36:48Z 2026-03-12T09:36:48Z 2022 journal article Published version: López-López, M.C.; Romero-López, M.A., & Hinojosa-Pareja, E.F. (2022). School Management Teams in the Face of Inclusion. Teachers’ Perspectives. Journal of Research on Leadership Education 19(1), 3-27. https://doi.org/10.1177/19427751221138875 https://hdl.handle.net/10481/112061 10.1177/19427751221138875 eng open access Sage