Self-determination and inclusion: The role of Canadian principals in catalysing inclusive-positive practices

International Journal of Education Policy and Leadership

View Publication Info
 
 
Field Value
 
Title Self-determination and inclusion: The role of Canadian principals in catalysing inclusive-positive practices
 
Creator MacCormack, Jeffrey William Harris
Sider, Steve
Maich, Kimberly
Specht, Jacqueline Ann
 
Subject leadership
psychological needs
attitudes
 
Description While the placement of students with complex learning needs in Canadian classrooms may be mandated in policy, the development of inclusive-positive practices requires direct, and at times delicate, support and encouragement from principal teams. Without genuine engagement and buy-in from teachers and school staff, students in inclusive classrooms may not find meaningful opportunities in those spaces. Often, it falls on principals to be leaders of attitudes and practices so that inclusive school communities can thrive. Fortunately, the framework of self-determination theory provides a path by which principals can catalyse attitudinal changes (autonomy), best practices (competences), and enriched community relationships (relatedness). This study includes the questionnaire responses of 275 principals (and vice principals) from six provinces in Canada. Of those 275 participants, 46 principals also participated in interviews. The findings of this study suggest that affecting attitudinal changes requires specific and comprehensive practices. Principals also need to model inclusive-positive attitudes in their behaviour and practice. Finally, the careful curation and maintenance of relationships is a necessary for the well-being of the school communities. Implications for principal practice and school well-being are included.
 
Publisher IJEPL is a joint publication of PDK International, SFU and UDel
 
Date 2021-05-10
 
Type info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
research-article
survey/interview
 
Format application/pdf
 
Identifier https://journals.sfu.ca/ijepl/index.php/ijepl/article/view/969
10.22230/ijepl.2021v17n2a969
 
Source International Journal of Education Policy and Leadership; Vol. 17 No. 2 (2021): Self-Determination and Inclusion: The Role of Canadian Principals in Catalyzing Inclusive-Positive Practices
1555-5062
 
Language eng
 
Relation https://journals.sfu.ca/ijepl/index.php/ijepl/article/view/969/289
 
Rights Copyright (c) 2021 Jeffrey William Harris MacCormack, Steve Sider, Kimberly Maich, Jacqueline Ann Specht
http://creativecommons.org/licenses/by-sa/4.0
 

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