Leadership for Inclusion: The Critical Importance of Relationships and Trust

• In Event: The Inner World of School Leaders: Caring, Morality, Ethics, and Spirituality

Abstract

This appreciative inquiry study examined the leadership of a successful change to inclusionary practices for students with disabilities at a middle school. Interviews with regular and special education teachers and the principal were primary data sources. Both teachers and the principal identified reciprocal trust and professional respect as influencing the successful change. Teachers reported that the principal provided time, resources, and professional development but felt the most critical supports were emotional, personal, and interactive, not technical. Teachers emphasized the principal’s ability to empathize, encourage, support, push, and patiently listen, yet never let them lose sight of “what’s right for kids.” The importance of interpersonal and emotional intelligence in this change effort has implications for the preparation and selection of school leaders.

Authors

• Judy DeLeeuw, East Lyme Schools

• Nancy E. Hoffman, Central Connecticut State University