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dc.contributor.advisorHalttunen, Leena
dc.contributor.authorDibessa, Samson
dc.date.accessioned2021-06-28T14:12:10Z
dc.date.available2021-06-28T14:12:10Z
dc.date.issued2021
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/76880
dc.description.abstractThe increasing trends of diversities and special educational needs in the school highly demands the collaboration of the school community toward inclusive education. The principals are the ones who lead the school communities. Hence, in this process, the school principals play a crucial role. This study examines the Finnish principals’ role in leading inclusive education as well as, identifies how they are leading the school cultures, policies, and practice to support inclusive education. The Index of inclusion, which has three main dimensions (culture, policy, and practice), was used as the main theoretical framework. A qualitative research method was used. A semi structured interview was used to collect the primary data, and school policy documents from two schools were used as the secondary data. The interviews were conducted online using Zoom. A qualitative content analysis was used to analyse the data. Data was interpreted using the inductive data analysis approach. The coding was done manually, and the data was coded into main categories followed by sub-categories. The research findings show that principals have three major roles: administrative, managerial and leadership roles. In particular, leading school cultures, policies, and practices through the special education teams and guiding school communities are the main factors that assist the principals in achieving an inclusive education vision. Furthermore, professional learning communities have a significant impact for professional development since they assist the principals in the goal of inclusive education through structured teams that distribute leadership.en
dc.format.extent90
dc.language.isoen
dc.subject.otherDiversity
dc.subject.otherinclusive education
dc.subject.otherIndex of inclusion
dc.subject.otherpedagogical leadership
dc.subject.otherschool principal
dc.subject.otherspecial education need (SEN)
dc.titleThe Role of Finnish Comprehensive School Principals in Inclusive Education Practice
dc.identifier.urnURN:NBN:fi:jyu-202106284070
dc.type.ontasotMaster’s thesisen
dc.type.ontasotPro gradu -tutkielmafi
dc.contributor.tiedekuntaKasvatustieteiden ja psykologian tiedekuntafi
dc.contributor.tiedekuntaFaculty of Education and Psychologyen
dc.contributor.laitosKasvatustieteiden laitosfi
dc.contributor.laitosDepartment of Educationen
dc.contributor.yliopistoJyväskylän yliopistofi
dc.contributor.yliopistoUniversity of Jyväskyläen
dc.contributor.oppiaineMaster's Degree Programme in Educationfi
dc.contributor.oppiaineMaster's Degree Programme in Educationen
dc.rights.copyrightJulkaisu on tekijänoikeussäännösten alainen. Teosta voi lukea ja tulostaa henkilökohtaista käyttöä varten. Käyttö kaupallisiin tarkoituksiin on kielletty.fi
dc.rights.copyrightThis publication is copyrighted. You may download, display and print it for Your own personal use. Commercial use is prohibited.en
dc.contributor.oppiainekoodi102
dc.subject.ysoinkluusio
dc.subject.ysojohtaminen
dc.subject.ysorehtorit
dc.subject.ysoerityisopetus
dc.subject.ysoperusopetuslaki
dc.subject.ysoinclusion
dc.subject.ysoleadership (activity)
dc.subject.ysoheadmasters
dc.subject.ysospecial education (teaching)
dc.subject.ysoBasic Education Act


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