Inclusive Leadership and Education Quality: Adaptation and Validation of the Questionnaire “Inclusive Leadership in Schools” (LEI-Q) to the Italian Context

Crisol Moya, Emilio; Molonia, Tiziana; Caurcel Cara, María Jesús

doi:10.3390/su12135375

Submit to this Journal Review for this Journal Edit a Special Issue

Article Menu

...

Open AccessArticle

Inclusive Leadership and Education Quality: Adaptation and Validation of the Questionnaire “Inclusive Leadership in Schools” (LEI-Q) to the Italian Context

Emilio Crisol Moya

¹,

Tiziana Molonia

and

María Jesús Caurcel Cara

^3,*

Department of Didactics and School Organization, University of Granada, 18071 Granada, Spain

Escuela Primaria, I.C. “La Pira Gentiluomo”i, 98149 Messina, Italy

Department of Developmental and Educational Psychology, Faculty of Education, University of Granada, 18071 Granada, Spain

Author to whom correspondence should be addressed.

Sustainability 2020, 12(13), 5375; https://doi.org/10.3390/su12135375

Received: 30 May 2020 / Revised: 29 June 2020 / Accepted: 30 June 2020 / Published: 2 July 2020

(This article belongs to the Special Issue Sustainable Development Goals (SDGs): The Challenges of the 2020-2030s for Quality Education)

View Full-Text Download PDF

Browse Figures

Citation Export

Abstract

The United Nations Sustainable Development Programme for 2030 has established the principles of sustainable action for today’s society, one of which is to achieve quality and more inclusive education. Our society has reached the stage where quality education is no longer a privilege of a few, but a fundamental right. Therefore, not achieving quality education is equivalent to not having had the opportunity to grow and develop as fully as one is entitled to in a free and just society, which needs inclusive leadership. The objective in this study is the validation of the instrument “Inclusive Leadership in Schools” for the Italian context. The methods used are content validity through expert judgement; construct validity through exploratory and confirmatory factor analysis; and reliability through Cronbach’s alpha coefficient and the split-half method. The results reveal that both the version for school administrators and teachers and the version for families have optimal levels of validity and reliability for measuring the degree of inclusive leadership in Italian schools. The results suggest that inclusive leadership effects are expected to operate most closely via their influence on developing the improvement of teaching and learning quality and promoting a favourable school climate and culture that emphasize high expectations and quality education. View Full-Text

Keywords: inclusive education; leadership; psychometric properties; quality; families; teaching teams

▼ Show Figures

Figure 1

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited

Share and Cite

MDPI and ACS Style

Crisol Moya, E.; Molonia, T.; Caurcel Cara, M.J. Inclusive Leadership and Education Quality: Adaptation and Validation of the Questionnaire “Inclusive Leadership in Schools” (LEI-Q) to the Italian Context. Sustainability 2020, 12, 5375. https://doi.org/10.3390/su12135375

AMA Style

Crisol Moya E, Molonia T, Caurcel Cara MJ. Inclusive Leadership and Education Quality: Adaptation and Validation of the Questionnaire “Inclusive Leadership in Schools” (LEI-Q) to the Italian Context. Sustainability. 2020; 12(13):5375. https://doi.org/10.3390/su12135375

Chicago/Turabian Style

Crisol Moya, Emilio, Tiziana Molonia, and María J. Caurcel Cara 2020. "Inclusive Leadership and Education Quality: Adaptation and Validation of the Questionnaire “Inclusive Leadership in Schools” (LEI-Q) to the Italian Context" Sustainability 12, no. 13: 5375. https://doi.org/10.3390/su12135375

Find Other Styles

Note that from the first issue of 2016, MDPI journals use article numbers instead of page numbers. See further details here.

Article Metrics

Abstract views Pdf views Html views

Article Menu

Inclusive Leadership and Education Quality: Adaptation and Validation of the Questionnaire “Inclusive Leadership in Schools” (LEI-Q) to the Italian Context

Abstract

Share and Cite

Article Metrics

Article Access Statistics

Article Access Map by Country/Region

Further Information

Guidelines

MDPI Initiatives

Follow MDPI