The Critical Role of Principals in Leading Effective Inclusive Schools

Abstract

School leaders have had a significantly increased impact on society since inclusive education was recognized as a need in the pedagogy sector. This study investigates the role of principals in promoting inclusivity and differentiating their leadership styles. The study highlights the inclusive behaviors of successful leaders that prepare them to lead effectively in special education schools. The results demonstrate that principals in inclusive schools have an inherent consciousness of inclusivity that enables them to create a culture of equality in the community. In their efforts to foster an inclusive vision, principals undertake and direct various school reform practices to build the capacity of school staff and create a work environment that facilitates collaboration for instructional modification and educational progress.