Inclusive Leadership of School Management from the View of Families: Construction and Validation of LEI-Q
Abstract
:1. Introduction
2. Materials and Methods
2.1. Statement of the Problem
2.2. Instrument
- Not yet implemented: there is no or very little evidence that the statement is correct in practice.
- Partly implemented: there is some evidence that the statement is true in the school, but a series of practices need to improve.
- Substantially implemented: there is good evidence that the statement is true in the school, but they are still actions that could improve it.
- Fully implemented: there is good evidence that the statement is true in the school, and, therefore, it would be difficult to find ways to improve it.
2.3. Participants
2.4. Procedure
2.5. Data Analysis
3. Results
3.1. Content Validation
3.2. Construct Validity
3.3. Confirmatory Factor Analysis
3.4. Reliability Calculation
3.5. Description of the Dimensions: “Openness to the Community” and “The School as Inclusive Space”
3.6. Differences According to the Study’s Identifying Variables
3.6.1. Differences According to School Type
3.6.2. Differences According to the Educational Levels Taught at the School
4. Discussion and Conclusions
Author Contributions
Funding
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
Appendix A
The questionnaire “INCLUSIVE LEADERSHIP IN PRIMARY AND SECONDARY SCHOOLS” is a tool that enables the evaluation of the degree to which the leadership of school management teams favours the inclusion and learning of all students. The instrument is structured around TWO dimensions: DIMENSION 1: Openness to the Community. The management team carries out initiatives that increase the school’s openness to the community and neighbourhood, at the same time as establishing measures aimed at overcoming situations that hinder the success of all students and equality of opportunity. DIMENSION 2: The school as inclusive space. The management team undertakes actions to promote participation, manage diversity and prevent and handle conflict in the institution. The responses should be made according to the following scale: Not yet implemented: there is no or very little evidence that the statement is correct in practice. Partly implemented: there is some evidence that the statement is true in the school, but a series of practices need to improve. Substantially implemented: there is good evidence that the statement is true in the school, but they are still actions that could improve it. Fully implemented: there is good evidence that the statement is true in the school, and, therefore, it would be difficult to find ways to improve it. | |
Variable | Items |
V01 | Advances initiatives that favour the participation of community members in the education process and in the life of the school |
V02 | Establishes an action plan drawn up in collaboration with other members of the community to foster relationships between the school and community and to manage student diversity |
V03 | Offers transparent information regarding the admission process and enrolment to guarantee that it reaches all interested parties equally |
V04 | Takes measures to prevent and avoid truancy |
V05 | Proposes educational activities outside the school |
V06 | Shares authority and responsibility with teachers |
V07 | Promotes activities that promote mutual understanding among the school’s students |
V08 | Makes the school’s facilities and resources available for activities (cultural, educational, etc.) that are of interest to the community |
V09 | Informs the family, through different channels of communication, of the curriculum that guides the school’s educational activities |
V10 | Promotes actions to increase family awareness of the importance and benefits of inclusion |
V11 | Promotes actions that enable the communication and participation of all families in the educational activities undertaken inside and outside the school |
V12 | Establishes actions that promote the real representation of the diversity of existing families in the school’s governing bodies |
V13 | Listen to and take into account the needs and demands of all families |
V14 | Promote activities that enhance the mutual knowledge, exchange, and coming together of both the families and the members of the school |
V15 | Sets up measures to counteract the negative influence that a family situation might have on student success (support campaigns, learning assistance, school for parents, etc.) |
V16 | Ensures that equal opportunities are guaranteed, mobilizing resources (material and human) in order to foster inclusion |
V17 | Ensures that the services offered by the school respect the different needs of the students (religious sensitivities, food intolerances, health problems, etc.) |
V18 | It has a procedure for collecting information on the needs of teachers, students and other school staff |
V19 | Ensures that the school has material and human (specific professionals) resources to promote improvement processes |
V20 | Works to obtain a school climate in which all students are recognized, cared for, and valued |
V21 | Fosters a shared outlook between teachers and educational community on the organization, goals, and activities in order to make them participants in a common educational project |
V22 | It establishes protocols for dealing with conflicts through dialogue, mediation, and negotiation between the parties involved |
V23 | It promotes collaboration with the business world on an ongoing basis to strengthen the school–work environment relationship |
V24 | Promotes actions to collaborate with other educational centres to know and share experiences |
V25 | Establishes disciplinary measures against the use of symbols and actions that encourage exclusion |
V26 | Develops educational programmes to prevent discriminatory attitude among students |
V27 | Organises debates open to the community on situations of exclusion (racism, xenophobia, sexism, etc.) |
V28 | Creates opportunities for all members of the education community to participate effectively in decisions |
V29 | It establishes procedures in order to promote the improvement of the centre |
V30 | It has mechanisms in place to document changes and improvements undertaken |
V31 | Makes it possible for the different members of the education community to participate in the evaluation of the management’s work |
V32 | Promotes actions to care for all students |
V33 | Encourages the participation of students in the school’s governing bodies |
V34 | Establishes mechanisms to promote student participation in the control of conflicts that arise in the school environment |
V35 | Enable students to express their opinions and needs freely (with regard to the education process, rules, and the running of the school, etc.) |
V36 | Participates in the actions undertaken by other institutions/organizations of the community that are educational in nature (sports activities, events against racism, etc.) |
V37 | It is concerned with guaranteeing access to the school’s facilities and services for all students |
Appendix B
DIMENSION 1: Openness to the Community. The management team carries out initiatives that increase the school’s openness to the community and neighbourhood, at the same time as establishing measures aimed at overcoming situations that hinder the success of all students and equality of opportunity. DIMENSION 2: The school as inclusive space. The management team undertakes actions to promote participation, manage diversity and prevent and handle conflict in the institution. The responses should be made according to the following scale:
| |||||
List to According CFA | DIMENSION 1: OPENNESS TO THE COMMUNITY THE MANAGEMENT TEAM… | 1 | 2 | 3 | 4 |
V01 |
| ||||
V02 |
| ||||
V36 |
| ||||
V08 |
| ||||
V09 |
| ||||
V10 |
| ||||
V11 |
| ||||
V13 |
| ||||
V14 |
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V15 |
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V17 |
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V19 |
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V20 |
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V21 |
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DIMENSION 2: THE SCHOOL AS INCLUSIVE SPACE. THE SCHOOL MANAGEMENT… | 1 | 2 | 3 | 4 | |
V25 |
| ||||
V26 |
| ||||
V6 |
| ||||
V28 |
| ||||
V31 |
| ||||
V32 |
| ||||
V33 |
| ||||
V34 |
| ||||
V16 |
| ||||
V03 |
| ||||
V4 |
| ||||
V35 |
|
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Variables | N = 150 | |
---|---|---|
Age | Under 30 years old | 2 (1.3%) |
From 30 to 39 years | 40 (26.7%) | |
From 40 to 49 years | 93 (62%) | |
From 50 to 59 years | 15 (10%) | |
Over 60 years | 0 (0%) | |
Gender | Female | 100 (66.7%) |
Male | 50 (33.3%) | |
Other | 0 (0%) | |
Type of family connection | Father | 49 (32.7%) |
Mother Guardian | 99 (66%) 2 (1.3%) | |
Type of school | State | 103 (68.6%) |
Charter | 47 (314%) | |
Educational levels taught in the school | Primary Education | 103 (68.6%) |
Secondary Education | 15 (10%) | |
Primary and Secondary Education | 32 (21.4%) | |
Socioeconomic level in the school’s district | High | 1 (0.6%) |
Middle | 103 (69.5%) | |
Middle-Low | 36 (23.4%) | |
Low | 10 (6.5%) |
Variables | Mean | Standard Deviation | Skewness | Kurtosis |
---|---|---|---|---|
V01 | 3.08 | 0.867 | −0.822 | 0.462 |
V02 | 2.99 | 0.886 | −0.661 | 0.083 |
V03 | 2.06 | 1.046 | 0.147 | −0.667 |
V04 | 2.49 | 1.116 | −0.355 | −0.729 |
V05 | 3.03 | 1.116 | −0.999 | 0.558 |
V06 | 2.36 | 1.096 | −0.009 | −0.917 |
V07 | 2.79 | 0.956 | −0.375 | −0.576 |
V08 | 3.12 | 0.935 | −0.867 | 0.092 |
V09 | 2.93 | 1.073 | −0.724 | −0.226 |
V10 | 2.79 | 0.977 | −0.239 | −0.821 |
V11 | 3.10 | 0.864 | −0.572 | -0.580 |
V12 | 2.62 | 1.023 | −0.636 | 0.189 |
V13 | 3.11 | 0.882 | −0.739 | 0.059 |
V14 | 2.81 | 1.046 | −0.655 | −0.045 |
V15 | 2.72 | 1.006 | −0.272 | −0.842 |
V16 | 2.49 | 1.127 | −0.494 | −0.393 |
V17 | 3.30 | 0.801 | −1.057 | 0.703 |
V18 | 3.15 | 0.846 | −1.143 | 1.775 |
V19 | 3.06 | 0.865 | −0.543 | −0.521 |
V20 | 3.25 | 0.813 | −1.015 | 1.030 |
V21 | 2.84 | 1.051 | −1.073 | 1.022 |
V22 | 3.03 | 0.932 | −0.900 | 0.750 |
V23 | 3.43 | 0.774 | −1.427 | 2.260 |
V24 | 3.21 | 1.141 | −1.646 | 1.958 |
V25 | 2.73 | 1.294 | −0.959 | −0.111 |
V26 | 2.84 | 1.109 | −0.764 | −0.230 |
V27 | 3.11 | 1.070 | −1.391 | 1.619 |
V28 | 2.81 | 1.042 | −0.865 | 0.645 |
V29 | 3.06 | 1.095 | −1463 | 1.781 |
V30 | 2.85 | 1.021 | −0.814 | 0.336 |
V31 | 2.62 | 1.161 | −0.681 | −0.232 |
V32 | 2.99 | 1.060 | −1.107 | 0.779 |
V33 | 2.66 | 1.127 | −0.661 | −0.165 |
V34 | 2.75 | 1.169 | −0.761 | −0.222 |
V35 | 2.88 | 1.072 | −0.989 | 0.548 |
V36 | 3.10 | 0.948 | −0.849 | 0.219 |
V37 | 3.35 | 0.837 | −1.621 | 3.182 |
Variables | F1 | F2 |
---|---|---|
V01 | 0.958 | |
V02 | 1.005 | |
V03 | 0.960 | |
V04 | 0.500 | |
V05 | 0.166 | 0.265 |
V06 | 0.617 | |
V07 | 0.231 | 0.348 |
V08 | 0.737 | |
V09 | 0.647 | |
V10 | 0.585 | |
V11 | 0.924 | |
V12 | 0.328 | 0.212 |
V13 | 0.744 | |
V14 | 0.595 | |
V15 | 0.584 | |
V16 | 0.637 | |
V17 | 0.724 | |
V18 | ||
V19 | 0.677 | |
V20 | 0.949 | |
V21 | 0.403 | |
V22 | 0.335 | 0.279 |
V23 | ||
V24 | ||
V25 | 0.778 | |
V26 | 0.444 | |
V27 | ||
V28 | 0.417 | |
V29 | ||
V30 | 0.315 | 0.356 |
V31 | 0.681 | |
V32 | 0.579 | |
V33 | 1.120 | |
V34 | 0.769 | |
V35 | 0.535 | |
V36 | 0.635 | |
V37 |
Dimension | ||
---|---|---|
M | SD | |
Openness to the community | 3.01 | 0.653 |
The school as inclusive space | 2.64 | 0.767 |
State (n = 103 ) | Charter (n = 47) | U | Z | p | |||
---|---|---|---|---|---|---|---|
M | SD | M | SD | ||||
Openness to the community | 2.93 | 0.587 | 3.26 | 0.646 | 1642.000 | −3.426 | 0.001 * |
The school as inclusive space | 2.66 | 0.787 | 3.18 | 0.777 | 1481.000 | −4.060 | 0.000 * |
Primary | Secondary | Primary and Secondary | χ2 | df | p | ||||
---|---|---|---|---|---|---|---|---|---|
M | SD | M | SD | M | SD | ||||
Openness to the community | 2.95 | 0.632 | 2.88 | 0.567 | 3.40 | 0.478 | 14.748 | 2 | 0.001 |
The school as inclusive space | 2.67 | 0.828 | 2.86 | 0.676 | 3.28 | 0.670 | 16.241 | 2 | 0.000 |
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López-López, M.d.C.; León Guerrero, M.J.; Crisol-Moya, E. Inclusive Leadership of School Management from the View of Families: Construction and Validation of LEI-Q. Educ. Sci. 2021, 11, 511. https://doi.org/10.3390/educsci11090511
López-López MdC, León Guerrero MJ, Crisol-Moya E. Inclusive Leadership of School Management from the View of Families: Construction and Validation of LEI-Q. Education Sciences. 2021; 11(9):511. https://doi.org/10.3390/educsci11090511
Chicago/Turabian StyleLópez-López, María del Carmen, María José León Guerrero, and Emilio Crisol-Moya. 2021. "Inclusive Leadership of School Management from the View of Families: Construction and Validation of LEI-Q" Education Sciences 11, no. 9: 511. https://doi.org/10.3390/educsci11090511