Teachers’ Perspectives on Inclusive Leadership Behaviors of School Administrators

Authors : Hüseyin Yıldızoğlu, Zühal Topcu

Pages : 136-151

Doi:10.25233/ijlel.1773556

View : 119 | Download : 436

Publication Date : 2025-12-31

Article Type : Research Paper

Abstract :The aim of this study was to examine the inclusive leadership behaviors of school administrators from teachers’ perspectives. A phenomenological qualitative design was employed, with semi-structured interviews used for data collection. The sample consisted of 20 teachers from public schools, selected through maximum variation sampling, including 5 preschool, 5 primary, 5 middle, and 5 high school teachers. Findings indicate that administrators demonstrate inclusive leadership behaviors across four themes: justice- and equality-oriented management, participatory and transparent decision-making, supportive and empowering leadership, and leadership emphasizing innovation and professional development. Teachers reported that administrators assign tasks according to competencies, prepare schedules fairly, avoid personal biases, and balance workloads. They also noted that their opinions are considered in decision-making, joint decisions are made via surveys and voting, regular meetings are conducted, and transparency is maintained. Administrators recognize teacher achievements, show genuine concern, and foster a sense of value. Regarding professional growth, participation in in-service training is encouraged, innovative approaches are adopted, and necessary teaching materials are provided. These findings suggest that administrators’ inclusive leadership supports teachers’ professional resilience, fosters a positive organizational climate, and may contribute to improved educational quality and overall school effectiveness.
Keywords : Liderilk, kapsayıcılık, kapsayıcı liderlik, okul yöneticisi

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