The Effect of School Leadership on Implementing Inclusive Education: How Transformational and Instructional Leadership Practices Affect Individualised Education Planning

Autor/inn/en	Lambrecht, Jennifer; Lenkeit, Jenny; Hartmann, Anne; Ehlert, Antje; Knigge, Michel; Spörer, Nadine
Titel	The Effect of School Leadership on Implementing Inclusive Education: How Transformational and Instructional Leadership Practices Affect Individualised Education Planning
Quelle	In: International Journal of Inclusive Education, 26 (2022) 9, S.943-957 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lambrecht, Jennifer)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2020.1752825
Schlagwörter	Inclusion; Transformational Leadership; Instructional Leadership; Individualized Education Programs; Equal Education; Leadership Styles; Foreign Countries; Cooperation; Elementary Secondary Education; Germany + Suchen Sie Ihr Suchwort? Inklusion; Instruction; Leadership; Bildung; Erziehung; Führung; Individualized education program; Individualisierendes Lernen; Führungsstil; Ausland; Co-operation; Kooperation; Deutschland
Abstract	Fostering equity by offering the best education possible to all students is one of the main goals of inclusive schooling. One instrument to implement individualised education is individualised education planning (IEP). IEP requires cooperation between special and regular teachers. From research on school leadership it is known that leadership styles are connected to the way, school leaders use their scope of action with respect to fostering collaboration. However, little is known about the relationship between the leadership of a school, the provision of structures for collaboration, and the implementation of IEP in an inclusive context. The article focuses on the question to what extent transformational (TL) and instructional leadership (IL) are connected to the provision of structures for collaboration and how TL and IL as well as structures for collaboration relate to the implementation of IEP directly and indirectly. Based on data of N = 135 German schools, a path model was calculated. It revealed medium relations between TL, IL, and structures for collaboration as well as a medium effect from structures to collaboration on implementation of IEP. The effect from TL towards implementation of IEP was fully mediated by structures for collaboration, while the effect from IL persisted. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01