Spirituality as Core: Leadership within an Inclusive Elementary School.
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| Title: | Spirituality as Core: Leadership within an Inclusive Elementary School. |
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| Language: | English |
| Authors: | Keyes, Maureen W., Hanley-Maxwell, Cheryl, Capper, Colleen A. |
| Peer Reviewed: | N |
| Page Count: | 49 |
| Publication Date: | 1998 |
| Document Type: | Reports - Research Speeches/Meeting Papers |
| Descriptors: | Administrator Effectiveness, Educational Environment, Elementary Secondary Education, Inclusive Schools, Instructional Leadership, Principals, Special Education, Special Needs Students, Spirituality |
| Abstract: | Administrative leadership is considered a critical component for the successful implementation of inclusive schooling practices whereby students with disabilities are educated with students without special education labels. This ethnographic study of one principal was conducted over a 15 month period in a mid-sized Midwestern city. The results of the study yielded a framework to advance empowering administrative leadership within inclusive elementary schools. The major findings presented were: a supportive environment for critique that provides teachers greater autonomy, encourages risk-taking, and communicates trust that they can succeed with students of varying abilities; a facilitative community that stimulates critique by the principal and teachers in asking questions and considering alternative frameworks for inclusive practices; a community that actualizes a more just, democratic environment coalesces the staff and principal in multiple ways; and empowering principal behaviors are undergirded by a spirituality grounded in six beliefs: the value of personal struggle; the dignity of all people; blending the personal and professional; believing people are doing their best; listening; and dreams. (Author) |
| Entry Date: | 1999 |
| Accession Number: | ED425517 |
| Database: | ERIC |
| Abstract: | Administrative leadership is considered a critical component for the successful implementation of inclusive schooling practices whereby students with disabilities are educated with students without special education labels. This ethnographic study of one principal was conducted over a 15 month period in a mid-sized Midwestern city. The results of the study yielded a framework to advance empowering administrative leadership within inclusive elementary schools. The major findings presented were: a supportive environment for critique that provides teachers greater autonomy, encourages risk-taking, and communicates trust that they can succeed with students of varying abilities; a facilitative community that stimulates critique by the principal and teachers in asking questions and considering alternative frameworks for inclusive practices; a community that actualizes a more just, democratic environment coalesces the staff and principal in multiple ways; and empowering principal behaviors are undergirded by a spirituality grounded in six beliefs: the value of personal struggle; the dignity of all people; blending the personal and professional; believing people are doing their best; listening; and dreams. (Author) |
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