Educating Leaders within the Context of an Inclusive Education Reform Agenda

Abstract

The quest for inclusive education necessitates a systemic process of initiating school reforms in order to create quality, participatory and socially just educational communities for learner diversity. Head teachers' role is considered as being crucial in this process, for they are expected to lead transformative changes to challenge the status quo, and to mobilize contextual struggles for the realization of an inclusive discourse. To this end, head teachers need to be afforded relevant professional development opportunities to catalyze changes commensurate with the principles of inclusion and social justice. The aim of the article is to explore the extent to which Cypriot head teachers are institutionally and professionally empowered to effect transformative changes under the light of current governmental rhetoric on the necessity to create 'humane and democratic schools' for learner diversity.

Inclusive School Leadership in Developing Context: What Are the Levers of Change?

“…The complexities surrounding the implementation of inclusive education have been well explored, and researchers have suggested that a combination of leadership styles and approaches may be needed to promote inclusive practices in schools (Futaba, 2016; Liasidou & Antoniou, 2014; Rayner, 2009; Sider et al, 2021). For instance, some studies have revealed that, to enhance inclusive practices, school leaders should perform three kinds of roles: transformational, transactional, and instructional (Poon-McBrayer, 2017b; Poon-McBrayer & Wong, 2013; Rayner, 2009; Urick, 2016; Urick & Bowers, 2014).…”

“…However, the school leaders’ ability to support or supervise the implementation of inclusive education has also been questioned. Previous studies have reported that school leaders have expressed concerns over a lack of knowledge and inadequate pedagogical skills to support inclusive practices (Conrad & Brown, 2011; Liasidou & Antoniou, 2014, 2015). In a qualitative study exploring the effectiveness of inclusive practices in primary schools in Cyprus, Liasidou and Antoniou (2014) reported that principals did not have time to visit classrooms to observe whether and how teachers included students with disabilities, and they lacked the pedagogical skills necessary for inclusive practice.…”

“…Previous studies have reported that school leaders have expressed concerns over a lack of knowledge and inadequate pedagogical skills to support inclusive practices (Conrad & Brown, 2011; Liasidou & Antoniou, 2014, 2015). In a qualitative study exploring the effectiveness of inclusive practices in primary schools in Cyprus, Liasidou and Antoniou (2014) reported that principals did not have time to visit classrooms to observe whether and how teachers included students with disabilities, and they lacked the pedagogical skills necessary for inclusive practice. Although principals had participated in professional development in inclusive education, they claimed that the knowledge acquired was theoretical, not practical.…”

“…The expectation is that exposing pre-service and in-service teachers to the concept of inclusive education will enable them to develop an in-depth understanding of diversity, resulting in more effective practice in the classroom (Forlin et al, 2014; Sharma & Nuttal, 2016; Sharma et al, 2016, 2017). While there is an extensive amount of scholarship on the effectiveness of teacher education in preparing teachers to implement inclusive education in classrooms (Carew et al, 2019; Chao et al, 2016, 2018; Saloviita, 2018), other studies have noted that school leadership is pivotal in facilitating the change process and establishing measures to enhance practice (Ainscow & Sandill, 2010; Cobb, 2015; Liasidou & Antoniou, 2014, 2015; Liasidou & Svensson, 2014; Thurlow et al, 2019). Thus, there is a need for leadership training models that could be used to provide contextual training to future school leaders, especially in sub-Saharan African contexts.…”