Willing to “walk the Talk”, or Not? — Leading for Justice in the Inclusive Classroom: Principal Practices and Equity-oriented Decision-making for Students With Disabilities in Greek Elementary Schools
Year: 2026
Type: article
Study design: Observational Study
Abstract: The study in hand sheds light on the affiliation merging social justice leadership (SJL) mentality and inclusive impressions apropos of pupils with special educational needs and/or disabilities (SEN/Ds) amidst Greek, ordinary, primary school heads (N = 98, Regional District of Magnesia). A transversal, quantitative indagation appointed two sanctioned apparatuses—the SJL Scale, and the Principals & Inclusion Survey. Hierarchical multiple linear regression (HMLR) disclosed that SJL viewpoints, chiefly “Embracing School Culture” and “Ownership Orientation”, appreciably extrapolated inclusive assumptions (ΔR2 = .34, f2 = .60); official special education suitability was the bare, weighty, demographic clue. Outcomes displayed in nuce, transmit immediate and commendable ramifications for headmaster arrangement, bureaucratic planning.
Author: Georgios A. Moutsinas
Institution: Ministry of Education and Religious Affairs
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
Open Access status: diamond
OpenAlex ID: W7212147341