Inclusive leadership as a key element of educational development

Rojas León C.R.; Pongo Aguila O.E.; Huaman Ccanto F.; Orosco Gavilán J.C. · Revista Venezolana de Gerencia (2023) · DOI: 10.52080/rvgluz.28.e9.8

Resumen

This study aimed to evaluate the key elements that allow inclusive leadership for Peruvian educational development, through the Canadian experience. Through a mixed approach, the concurrent nested design of several levels was used, the sample was made up of two groups: 1029 participants from 20 educational institutions in Peru and Canada, to whom the LEI-Q inclusive leadership scale was applied, the second The group was made up of 10 Canadian directors to whom a focus group was applied. More than 90% of Canadians show that there is inclusive leadership in the institutions, while in Peru 79% state that there is no inclusive leadership. The Canadian directors emphasized three key elements that promote inclusive leadership: reflective critical learning, fostering relationships with the educational community, and promoting inclusive leadership. Making inclusion a reality in Peruvian public schools requires a continued emphasis on the human condition and deliberate attention to sociocultural and systemic transformation frameworks.

Instituciones: Universidad Nacional de Huancavelica; Universidad Peruana Los Andes; Universidad Nacional Federico Villarreal; Universidad Nacional de San Cristóbal de Huamanga