Leading Inclusive Schools in High-Vulnerability Contexts: The Moderating Influence of Professional Experience

Abstract

Leading inclusive schools in contexts of high social vulnerability involves addressing cultural challenges amid deep structural inequalities. These settings demand a form of school leadership that is sensitive, context-aware, and equity-oriented. This study aimed to analyze the relationship between the School Vulnerability Index and perceptions of inclusive leadership, as well as to examine the moderating role of years of professional experience. Using the LEI-Q instrument, surveys were administered to 928 teaching staff across 47 schools in Chile. The results indicate that perceptions of inclusive leadership vary significantly according to gender, professional role, and level of academic training. Although no direct relationship was found between school vulnerability and inclusive leadership, a negative effect was observed among leaders with greater professional experience, particularly in highly vulnerable contexts. These findings highlight the need to reflect on how accumulated experience interacts with structural conditions, potentially influencing the implementation of leadership practices oriented toward inclusion.