Plotting an emerging relationship schema of effective leadership attributes for inclusive schools

More Leadership, More Efficacy for Inclusive Practices? Exploring the Relationships between Distributed Leadership, Teacher Leadership, and Self-Efficacy among Inclusive Education Teachers in China

“…As TL has been identified as "a process that teacher leaders influence school-wide teaching practice", the findings suggest that DL can activate teachers' energy for leadership roles among inclusive educators and establish relationships and marshal resources to improve the teaching effectiveness of school-wide inclusive practices [66]. Meanwhile, along with Poon-McBrayer's study in Hongkong [51], this study also echoed a few qualitative studies concerning leadership in inclusive schools in Western contexts such as in the United States [67] and Europe [41], which commonly stressed that the key to the success of principal DL lies in providing leadership roles for teachers and preparing them for these roles in leading inclusive school change.…”

“…Results of empirical studies showed that teacher leaders are influential at multiple levels, not only seeking "pedagogical excellence" within their own classrooms but also maximizing influence beyond the classroom and even school walls [50]. To echo the worldwide reform towards inclusion, the past decade has witnessed a rise in TL in inclusive education contexts [51]. Inclusive education teachers are expected to play leadership roles, serving as inclusive change agents, and inspiring others to work together towards higher quality education for every student, especially those with SEN [52].…”

Linking Distributed Leadership with Differentiated Instruction in Inclusive Schools: The Mediating Roles of Teacher Leadership and Professional Competence

“…In the inclusive schooling background, Wang and Zhang stressed administrative support from principals as a vital source of teacher agency and an impetus for the enhancement of school-wide inclusive practices [47]. Supporting this argument, Poon-McBrayer and Deng also pointed out that one of inclusive school leaders' main effective leadership attributes is to create favorable conditions to foster teacher leaders for inclusion [48]. On the other hand, scholars also illustrated how teacher leadership operated to further facilitate pedagogical improvement.…”