School leaders’ dilemmas and measures to instigate changes for inclusive education in Hong Kong

Poon-McBrayer, Kim Fong

doi:10.1007/s10833-017-9300-5

Cited by 44 publications

(43 citation statements)

References 41 publications

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“…Principals are increasingly reporting the challenge of improving distributed leadership, as this model of leadership is becoming more necessary as well, considering problems with work overload, high accountability and greater expectations from the public (e.g. Poon-McBrayer 2017;Brandon et al 2018).…”

Section: Principals' Problems In the International Literaturementioning

confidence: 99%

Giving voice to problems faced by school leaders in Portugal

Tintoré

Cunha

Cabral

et al. 2020

School Leadership & Management

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Worldwide, leadership stories are narratives of principals facing very different problems. The purpose of this study was to identify the current problems faced by Portuguese school principals, through these actors' voice. Nineteen public school Portuguese principals participated in this study. Semi-structured interviews were conducted, transcribed, coded, and categorised using Nvivo11 Pro. The analysis revealed that Portuguese principals have the same problems as their colleagues worldwide, but there are problems specifically related to the Portuguese educational system: problems from the process of school clustering and the leader-centred system of school management of this country. A framework to analyse the emerged problems and practical recommendations are proposed for school leaders, researchers, and policymakers to improve educational leadership.

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Section: Principals' Problems In the International Literaturementioning

confidence: 99%

Giving voice to problems faced by school leaders in Portugal

Tintoré

Cunha

Cabral

et al. 2020

School Leadership & Management

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show abstract

“…However, Celoria [22], León and López [23], and Liang and Cohrssen [4] have also shown the lack of training of school managers to be an obstacle to creating inclusive environments, and many authors have argued for the greater involvement of these professionals in these processes [15,24,25]. According to Liang and Cohrssen [4], what is needed is critical thinking on diversity, along with a transformation of practices and recognizing that the visibility of all families and their right to participation is a question of inclusion and social justice.…”

Section: Introductionmentioning

confidence: 99%

Inclusive Leadership of School Management from the View of Families: Construction and Validation of LEI-Q

2021

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The purpose of this study was to validate a questionnaire aimed at assessing, from the point of view of families, the degree to which school administrations foster inclusion in compulsory education. In order to determine the psychometric properties of the “Cuestionario liderando la educación inclusiva en centros de educación obligatoria-Familias” [Leading inclusive education in compulsory-education schools Questionnaire] (LEI-Q-Families), we carried out descriptive, exploratory, and confirmatory factor analysis. For the sample used in this study, 150 families participated. The results confirmed that it is a valid and reliable scale with a two-factor structure. One of these factors included the initiatives carried out by the school management teams to enhance the openness of each school to the community and the surrounding area. The second factor encompassed actions aimed at promoting participation in the school and turning it into an inclusive space. LEI-Q-Families proved to be an instrument of great theoretical and practical worth that has made it possible to expand our currently slender knowledge on the perceptions families have of the work done by school managers to encourage inclusion in their institutions. It facilitates family participation in processes of improvement and provides a useful self-assessment tool for school administrations that wish to improve their schools and turn them into inclusive environments.

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“…Additionally, in international literature, there is extensive descriptive research on principals' subjective perspectives about inclusive education (Crockett et al., 2006; Graham & Spandagou, 2011; Irvine et al., 2010; Jahnukainen, 2015), attitudes towards inclusion (Boyle et al., 2013; Hadjikakou & Mnasonos, 2012; Porakari et al., 2015; Urton et al., 2014; Wood et al., 2014; Yan & Sin, 2015), and the relationship between leadership styles and attitudes towards inclusion (Al‐Mahdy & Emam, 2018; Hess & Zamir, 2016; Houser et al., 2011). Furthermore, findings from Hongkong (Poon‐McBrayer, 2017) show that school leaders struggled between benefits of inclusive education, autocratic decisions, and staff involvement. Poon‐McBrayer underscores the need to examine the socio‐political contexts of school leadership's reform decisions (Poon‐McBrayer, 2017) as these contexts build the frame of opportunities and boundaries for leadership decisions.…”

Section: Introductionmentioning

confidence: 99%

“…Furthermore, findings from Hongkong (Poon‐McBrayer, 2017) show that school leaders struggled between benefits of inclusive education, autocratic decisions, and staff involvement. Poon‐McBrayer underscores the need to examine the socio‐political contexts of school leadership's reform decisions (Poon‐McBrayer, 2017) as these contexts build the frame of opportunities and boundaries for leadership decisions.…”

Section: Introductionmentioning

confidence: 99%