Leadership Practices for Effective School Management in Inclusive Educational Settings

Abstract

This study investigates leadership practices that contribute to effective school management in inclusive educational settings. Using a mixed-methods approach, data was collected from 127 school administrators and 245 teachers across 42 schools implementing inclusive education programs. The research explored five key dimensions of leadership: strategic vision, distributed leadership, professional development, resource allocation, and community engagement. Analysis revealed that principals who employed collaborative decision-making processes, maintained consistent professional development opportunities, and established strong community partnerships demonstrated significantly higher inclusive education implementation scores. Notably, schools with leadership teams that engaged in regular reflective practice and data-driven decision-making showed a 32% higher rate of successful inclusion of students with diverse needs. Strategic resource allocation emerged as a critical factor, with schools that dedicated at least 15% of professional development time to inclusive practices showing markedly improved outcomes. This study contributes to educational leadership theory by identifying specific leadership practices that support effective inclusive education and provides practical guidelines for school administrators seeking to enhance inclusive educational environments