Leadership Practices in Schools with High and Low Inclusive School Culture

Authors

DOI:

https://doi.org/10.4067/s0718-73782020000200213

Keywords:

Leadership; Culture; School integration; Case study; Inclusion

Abstract

The objective of this study is to describe and analyze the relationship between leadership practices of management teams and the development of inclusive school cultures. For this, a school ethnography was carried out for 30 weeks in two schools with different levels of development of inclusive cultures. The most relevant findings indicate that leadership practices vary between both schools. In the school with a high inclusive culture, professional capacities, inclusive values were developed, teaching and learning processes were led, and there was a shared vision of inclusion. In the case of the school with a low inclusive culture, the practices were mainly put into extracurricular management of school coexistence. The results are discussed based on those practices that promote inclusive culture.

Author Biography

René Valdés , Pontificia Universidad Católica de Valparaíso, Chile

Profesor de Educación especial y Magíster en Educación especial y Psicopedagogía por la Universidad Católica del Maule y Doctor en Psicología por la Pontificia Universidad Católica de Valparaíso. Docente de la Escuela de Pedagogía de la Pontificia Universidad Católica de Valparaíso y de la Facultad de Educación y Ciencias Sociales de la Universidad Andrés Bello, Chile. Sus líneas de investigación son liderazgo escolar, inclusión e interculturalidad. Actualmente es investigador responsable del Fondecyt Postdoctorado N° 3200192

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Published

2020-11-01

How to Cite

Valdés , R. (2020). Leadership Practices in Schools with High and Low Inclusive School Culture. Latin American Journal of Inclusive Education, 14(2), 213–227. https://doi.org/10.4067/s0718-73782020000200213

Issue

Vol. 14 No. 2 (2020): Higher Education's Responsibility for Changing Macho Cultural Patterns

Section

Temática Libre

License

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