The Role of Educational Leaders: A Case for Inclusion in Institutions of Higher Education

Joseph, Brianna; Kearney, Kelly B.; Wilson, Cynthia L.

doi:10.1177/1555458919847245

Cited by 4 publications

(2 citation statements)

References 9 publications

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“…The efficiency of a school is mostly dependent on its leadership, environment, and teachers. Although the principle, who acts as the institution's teaching leader, holds a lot of power, other teacher focuses, such as teachers, can also play leadership responsibilities (Joseph, 2019). The data acquired from the respondents on the influence of school climate and leadership style of principal on the performance of the public elementary teachers during COVID-19 pandemic are presented, analyzed and interpreted in this section based on the research objectives stated previously.…”

Section: Resultsmentioning

confidence: 99%

Influence of School Climate and Leadership Style of Principals on the Performance of Public Elementary Teachers During the Covid-19 Pandemic

Sayman¹,

Atienzar²

2023

Am. J. Multidis. Res. Innov.

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This study assessed the influence of school climate and the leadership style of the principals on the performance of public elementary school teachers during the COVID-19 pandemic. A descriptive correlation design was utilized in the study. A regression analysis was also employed in the study. The survey utilized an adapted questionnaire to measure the influence of school climate and the principals’ leadership style on the performance of public elementary school teachers during the COVID-19 pandemic. A questionnaire was distributed to 306 public elementary school teachers via an online survey using google Forms. The data were treated using the mean, person r, and regression. The findings are as follows: the level of school climate, the leadership style of principals, and teachers performance of public elementary teachers during the COVID-19 pandemic is high. During the COVID-19 pandemic, school climate and principal leadership style significantly influence the performance of public elementary school teachers. Between the two schools, the school climate best influence teacher performance.

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Section: Resultsmentioning

confidence: 99%

Influence of School Climate and Leadership Style of Principals on the Performance of Public Elementary Teachers During the Covid-19 Pandemic

Sayman¹,

Atienzar²

2023

Am. J. Multidis. Res. Innov.

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“…A pesar de que la inclusión educativa es una temática de interés y está tomando fuerza en las universidades de diversos países, no todos los miembros que forman parte de la comunidad universitaria están abiertos a ella (Joseph;Kearney;Wilson, 2019). Esta podría ser una de las mayores dificultades que deban enfrentar los centros de enseñanza superior al impulsar la inclusión.…”

Section: Discussionunclassified

Políticas de inclusión educativa: el desafío de las universidades públicas hondureñas

Paz-Maldonado

Silva-Peña

2021

Rev.CS

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Hoy asiste un estudiantado diverso a los centros educativos. Como parte de esa diversidad están quienes pertenecen a colectivos vulnerados de manera sistemática. Implementar acciones inclusivas en la enseñanza universitaria constituye uno de los mayores retos educativos en la actualidad. En el presente trabajo, y por medio de una revisión documental, analizamos las políticas de inclusión de las universidades públicas hondureñas. Entre los resultados encontramos el uso de un concepto de inclusión educativa destinado a estudiantes en situación de discapacidad. Discutimos, así mismo, los diferentes desafíos que se imponen en Honduras visto el incipiente desarrollo de los procesos inclusivos en la educación superior. Esto nos lleva a estudiar el concepto de inclusión y considerarlo mediante una perspectiva más amplia. Concluimos que hablar de inclusión educativa implica, a su vez, hablar de democracia y justicia social.

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The Soaring Eagle Academy: the Inception of a Comprehensive Post-Secondary Transition Program for Individuals with Intellectual Disability in Southwest Florida

Halpern

Carothers

Aydın

2022

J. Disabil. Stud. Educ.

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Higher education institutions committed to values of diversity, inclusion, and equity offer programs and practices that support individuals of diverse populations, including those with disabilities. Passage of the Higher Education Opportunity Act in the United States expanded access to individuals with intellectual disabilities (id) wishing to pursue higher education in Comprehensive Transition Programs (ctp s). Despite previous publications addressing the benefits of establishing such programs, little has been found regarding steps to develop these programs. Thus, this paper describes the case of the inception of the Soaring Eagle Academy (sea), a ctp for students with id in a Southwest Florida university, United States. Multiple data sources were collected and analyzed with content analysis. The findings emphasized the importance of having a collaborative team empowered and supported by the university administration to create a life-changing program that would impact students with id, their families, the campus culture, and the community. Recommendations for future research are included.

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The Role of Educational Leaders: A Case for Inclusion in Institutions of Higher Education

Cited by 4 publications

References 9 publications

Influence of School Climate and Leadership Style of Principals on the Performance of Public Elementary Teachers During the Covid-19 Pandemic

Influence of School Climate and Leadership Style of Principals on the Performance of Public Elementary Teachers During the Covid-19 Pandemic

Políticas de inclusión educativa: el desafío de las universidades públicas hondureñas

The Soaring Eagle Academy: the Inception of a Comprehensive Post-Secondary Transition Program for Individuals with Intellectual Disability in Southwest Florida

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