Leadership Practices in Schools with High and Low Inclusive School Culture

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.