School principals' leadership styles on implementing inclusive education: the entrepreneurial leadership effect

被引:4
作者
Stavrou, Emilia [1 ]
Kafa, Antonios [2 ]
机构
[1] Frederick Univ, Nicosia, Cyprus
[2] Open Univ Cyprus, Latsia, Cyprus
关键词
Inclusive education; School principals; Cyprus; Leadership styles; Special education needs; Entrepreneurial leadership;
D O I
10.1108/IJEM-08-2023-0424
中图分类号
C93 [管理学];
学科分类号
12 ; 1201 ; 1202 ; 120202 ;
摘要
PurposeThe purpose of this paper is to investigate school principals' leadership styles in Cyprus in relation to students' support for special education needs within the context of inclusive education.Design/methodology/approachThe original type of evidence was qualitative empirical research through the examination of four case studies in school organizations with a high number of students with special education needs. Using the interview protocol, data on school principals' leadership styles were collected from school principals and teachers. The empirical development theory method was used to analyze the data.FindingsThe findings suggest that in the respective school organizations, a combination of all leadership styles can support the desired outcomes of students with special education needs, thereby promoting the inclusive education aspect in school organizations. However, there was a preference for the entrepreneurial leadership style, which connects the external leadership dimension with school principalship.Originality/valueThese findings could assist in shaping a specific educational policy that includes professional development for school principals in entrepreneurship in order to support students with special education needs. Furthermore, the results could be compared to those in other contexts where school principals' leadership styles and practices are promoted in relation to the support of students with special education needs.
引用
收藏
页码:40 / 56
页数:17
相关论文
共 74 条
[61]  
Symeonidou S., 2007, Mediterranean Journal of Educational Studies, V12, P45
[62]  
Symeonidou S., 2013, RES DISABILITY PURPO
[63]   Problematising disabling discourses on the assessment and placement of learners with disabilities: can interdependence inform an alternative narrative for inclusion? [J].
Symeonidou, Simoni ;
Mavrou, Katerina .
EUROPEAN JOURNAL OF SPECIAL NEEDS EDUCATION, 2020, 35 (01) :70-84
[64]   Disability, the arts and the curriculum: Is there common ground? [J].
Symeonidou, Simoni .
EUROPEAN JOURNAL OF SPECIAL NEEDS EDUCATION, 2019, 34 (01) :50-65
[65]   How is disability understood? An examination of sociological approaches [J].
Thomas, C .
DISABILITY & SOCIETY, 2004, 19 (06) :569-583
[66]  
Tilstone C., 1998, PROMOTING INCLUSIVE
[67]  
Tomlinson S, 2017, SOCIOLOGY OF SPECIAL AND INCLUSIVE EDUCATION: EXPLORING THE MANUFACTURE OF INABILITY, P1, DOI 10.4324/9781315646237
[68]  
Torgerson C., 2003, ED LEADERSHIP REV, V4, P18
[69]  
Valle J.W., 2019, Rethinking disability: A disability studies approach to inclusive practices, V2nd
[70]   The relevance of sources of support for teachers' self-efficacy beliefs towards students with special educational needs [J].
Van Mieghem, Aster ;
Struyf, Elke ;
Verschueren, Karine .
EUROPEAN JOURNAL OF SPECIAL NEEDS EDUCATION, 2022, 37 (01) :28-42