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

IF 2.4 Q3 MANAGEMENT International Journal of Educational Management Pub Date : 2023-12-04 DOI:10.1108/ijem-08-2023-0424

Emilia Stavrou, Antonios Kafa

{"title":"School principals' leadership styles on implementing inclusive education: the entrepreneurial leadership effect","authors":"Emilia Stavrou, Antonios Kafa","doi":"10.1108/ijem-08-2023-0424","DOIUrl":null,"url":null,"abstract":"<h3>Purpose</h3>\n<p>The 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.</p>\n<h3>Design/methodology/approach</h3>\n<p>The 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.</p>\n<h3>Findings</h3>\n<p>The 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.</p>\n<h3>Originality/value</h3>\n<p>These 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.</p>","PeriodicalId":47666,"journal":{"name":"International Journal of Educational Management","volume":null,"pages":null},"PeriodicalIF":2.4000,"publicationDate":"2023-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Journal of Educational Management","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1108/ijem-08-2023-0424","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"MANAGEMENT","Score":null,"Total":0}

引用次数: 0

Abstract

Purpose

The 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/approach

The 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.

Findings

The 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/value

These 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.

查看原文

微信好友朋友圈 QQ好友复制链接

本刊更多论文

校长领导风格对全纳教育实施的影响:企业家领导效应

本文的目的是调查塞浦路斯学校校长的领导风格与全纳教育背景下学生对特殊教育需求的支持的关系。设计/方法/方法最初的证据类型是定性的实证研究，通过对学校组织中有大量特殊教育需求学生的四个案例研究的检查。采用访谈法，从校长和教师中收集校长领导风格的数据。采用实证发展理论方法对数据进行分析。研究结果表明，在各自的学校组织中，所有领导风格的组合可以支持有特殊教育需要的学生的期望结果，从而促进学校组织的全纳教育方面。然而，企业家型领导风格更受青睐，它将外部领导维度与学校校长联系起来。原创性/价值这些研究结果可协助制定具体的教育政策，包括校长在创业方面的专业发展，以支持有特殊教育需要的学生。此外，研究结果亦可与其他校长在支持有特殊教育需要学生方面的领导风格及做法有所提升的情况作比较。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文去求助

来源期刊

International Journal of Educational Management MANAGEMENT-

CiteScore

4.30

自引率

8.30%

发文量

期刊介绍： The International Journal of Educational Management (IJEM) provides those interested in the effective management of the educational process with a broad overview of developments and best practice in the field, with particular reference to how new ideas can be applied worldwide. As the whole structure and philosophy of education goes through a sea-change, and as budgets are cut, educational managers need to keep abreast of new developments in order to maximize their resources and determine the most appropriate management strategy for their institution. The journal explores research in the following areas: -Innovation in educational management across the spectrum -The development of educational delivery mechanisms -Creation of an environment in which the management of resources provides the most efficient outputs -Sharing of new initiatives, with an international application The International Journal of Educational Management addresses the increasingly complex role of the educational manager, offering international perspectives on common problems and providing a forum for the sharing of ideas, information and expertise.