Leadership for Inclusion: Perspectives From Portuguese School Principals

Carvalho, Marisa; Azevedo, Helena; Vale, Carlos

doi:10.21125/edulearn.2019.2004

Cited by 1 publication

(2 citation statements)

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“…Firstly, it was determined that school principals frequently use inclusive leadership practices. A limited number of previous studies (Altınel Yüncü, 2022;Carvalho et al, 2019) also support this result. Accordingly, inclusive leadership practices in schools may have an effect that should be considered on the quality of educational activities (Crisol Moya et al, 2020).…”

Section: Discussionsupporting

confidence: 71%

“…Given that, the concept of increasing the participation of stakeholders in educational activities and building inclusive schools is becoming more and more widespread (Azorín & Ainscow, 2020). In this concept, characteristics such as an inclusive vision, being solution-oriented, a relational and democratic position towards others, and a permanent and flexible attitude appear to be the features of inclusive leaders (Carvalho et al, 2019).…”

Section: Discussionmentioning

confidence: 99%

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The Moderating Role of Gender and Age in the Relationship Between School Principals' Inclusive Leadership Behaviors and Teachers' Organizational Cynicism Levels

ÇEVİK>

CÜLHA

ÇEVİK³

2023

Participatory Educational Research

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One of the distinct leadership styles in influencing the attitudes and behaviors of employees in organizations is inclusive leadership, which means hints at that there may be a relationship between inclusive leadership and organizational behavior. This study, which was designed with a correlational study model, aims to determine the moderating role of gender and age in the relationship between school principals' inclusive leadership behaviors and teachers' organizational cynicism levels. The study data were collected from the study population consisting of 4583 teachers. The sample consisted of 377 teachers, which were reached through the simple random sampling method. In addition, the inclusive leadership and organizational cynicism scales were used while collecting data. The results were obtained using descriptive statistics (mean and standard deviation), Pearson's product-moment correlation, and the modulation-effect analysis. Based on this study, school principals' inclusive leadership behavior levels were high, while teachers' organizational cynicism levels were low. Again, there is a moderately negative and significant relationship between school principals' inclusive leadership behaviors and teachers' organizational cynicism. Also, this study revealed that gender and age have a moderating effect on the relationship between school principals' inclusive leadership behaviors and teachers' organizational cynicism. The influence of school principals' inclusive leadership behaviors on teachers' organizational cynicism levels was high in on female teachers and less in younger teachers.

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Section: Discussionsupporting

confidence: 71%

Section: Discussionmentioning

confidence: 99%