School Managemet team and inclusion: the perspective of families and teachers in the spanish context
Metadatos
Afficher la notice complèteAuteur
López López, María Carmen; López Fuentes, Rafael; Epelde Larrañaga, María Amaya; Fernández Prados, María J.Editorial
Taylor and Francis
Materia
Inclusion Schools Leadership
Date
2023-12-28Referencia bibliográfica
López-López M.C., López-Fuentes R., Epelde-Larrañaga A. & Fernández-Prados M.J. (2023): School management team and inclusion: the perspective of families and teachers in the Spanish context, International Journal of Leadership in Education, DOI: 10.1080/13603124.2023.2298209
Patrocinador
Este artículo deriva del proyecto "EL LIDERAZGO DE LA DIRECCION ESCOLAR Y SU CONTRIBUCION A LA MEJORA DE LA INCLUSION EN EDUCACION OBLIGATORIA" cuya referencia es: PID2019-106250RB-I00 que ha sido financiado por el Ministerio de Ciencia e InnovaciónRésumé
School leaders play a key role in improving inclusion in schools.
However, information on the practices promoted by headteachers
to promote inclusion in their institutions is still scarce. The article
analyses the degree of implementation of actions undertaken by
principals to favor inclusion in compulsory education schools from
the perspective of families and teaching teams. 631 families and
420 teachers from the city of Granada (Spain) participated in the
research. It is a quantitative study and follows a comparative design
based on survey. In order to collect information the questionnaire
Leading Inclusive Education in Compulsory Education Schools was
used in its two versions (LIE-Q-Teaching Team and LIE-Q-Families).
The data obtained were subjected to both descriptive and inferential analysis. The results reveal that, in the opinion of teachers and families, most actions implemented by school headteachers to
favor inclusion, are those that favor the opening of the school to
the community and its surroundings. The study has made it possible to verify, among other things, that there are differences in the
perception of the inclusion practices of school leaders in compulsory education depending on the group analyzed (family or teaching teams).