Integrated Framework Model for the Leadership Role of Principals in Inclusive Education

Autor/in	Scheer, David
Titel	Integrated Framework Model for the Leadership Role of Principals in Inclusive Education
Quelle	In: European Journal of Education, 56 (2021) 4, S.660-680 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Scheer, David)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-8211
DOI	10.1111/ejed.12480
Schlagwörter	Leadership Role; Principals; School Administration; Inclusion; Models; Foreign Countries; Germany + Suchen Sie Ihr Suchwort? Principal; Schulleiter; Inklusion; Analogiemodell; Ausland; Deutschland
Abstract	This article introduces and discusses a theoretically and empirically founded integrated framework model of the principal's leadership role for inclusive education. Leadership is widely discussed as a key factor for success in inclusive education. Additional systematic research efforts are required with respect to this topic, particularly in the context of the German school system. This study analyses principals' leadership roles in one German federal state. Interviews were conducted with fifteen school principals from schools that are assigned to implement inclusive education. Findings from the qualitative content analysis draw a complex picture that is summarised in an integrated framework model. This model addresses (1) the multilevel hierarchical character of the school system and (2) the role of social discourse in shaping principals' perspectives. This model integrates different theoretical approaches such as the four-frame model of leadership orientation, the theory of recontextualisation, and educational governance to describe principal leadership and its contribution for inclusive education. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01