Análisis del liderazgo inclusivo en centros educativos de Primaria y Secundaria de Granada

Abstract

The fact that our society is increasingly heterogeneous makes it necessary to promote processes of social and educational inclusiveness. Acknowledging that school leaders are the key to promoting changes and that they play a significant role in the path to improvement, it makes sense to research inclusive leadership. Objective: This study aims to analyze inclusive leadership in both public and private educational centers located in the city of Granada. Method: this research study was carried out during the 2015/16 academic year. The sample was made up of teachers (N = 66) and relatives of students (N = 22), with a total of 88 participants. The instrument used was the questionnaire: "Leading Inclusive Education" (LEI-Q). This is an ex post-facto cross-sectional investigation with two parts, the first part is descriptive and the second is inferential. In the inferential analysis proposed, a comparison was made between differences in inclusive leadership in the public and private institutions on the one hand and the perspectives of teaching teams and families on the other. Results: The analysis of the data obtained confirms the importance of inclusive leadership in schools and that there are differences between the perspectives of teachers and families, but no significant difference between public and private schools.Conclusions: The results show that Inclusive Leadership is substantially implemented at the centers studied.